This document summarizes a teacher's experience becoming a teacher leader by facilitating a Teacher Fellows program. Some key points:
1) The teacher was initially nervous about leading other teachers but has gained confidence through training and experience.
2) Facilitating discussions, presenting information, and supporting fellow teachers has helped the teacher emerge as a leader within the school.
3) The teacher is using their experience with the Teacher Fellows program to improve their own teaching practices and help colleagues drive student achievement through collaborative inquiry.
"I wanted to connect" an open PBL project 2010-2011Chrissi Nerantzi
This document summarizes the findings of a study that explored students' experiences with an online problem-based learning (PBL) trial. Key findings included that students missed the social element of in-person learning and felt a lack of communication inhibited community-building. Participants and facilitators noted that facilitation was the biggest issue, with facilitators needing more training and a more structured approach. The role of the facilitator in online PBL is important to provide support and guidance to students, particularly novice PBL learners, through both synchronous and asynchronous communication. Main recommendations included online training for facilitators, ongoing support, and using a structured PBL model and process.
Are Independent Study/Correspondence Courses Still Viable? A Case Study (ICED...Michael Johnson
The document discusses the advantages and disadvantages of independent study/correspondence courses based on a case study. Some key disadvantages included that students need strong self-discipline and motivation as there is no interaction with other students or instructors. However, advantages are the flexibility, convenience, and ability to learn at one's own pace while fulfilling other obligations. The document also provides suggestions to mitigate disadvantages such as personalizing the course and interactions between instructors and students.
Creating People Centred Schools: Section Four. Changing schoolsSaide OER Africa
Ideas on understanding change are taken forward into approaches to leading and managing change. School-as-organization approaches are compared with the school-as-community approach.
The document discusses anchor activities, which are ongoing assignments and tasks that students can work on independently after completing their main assignments. Anchor activities are used to occupy students' time productively during "ragged time" when they finish work at different paces. Suggested anchor activities include journal writing, vocabulary work, spelling practice, and silent reading. The document provides tips for implementing anchor activities, such as clearly teaching expectations and tasks, and assessing student work through checklists, conferences, and rubrics.
This annotation describes a time management activity the mentor conducted with his URI 101 class. He had students allocate their time across various activities to create a "personal budget." The mentor then led a discussion about how students spent their time. Many students spent 10 hours on work, sports, and organizations. The activity helped students identify areas where they could spend more or less time. Student evaluations suggested the activity was useful for improving time management skills.
Presentation at National Congress on Rural Education in Saskatoon, SK. March 30 - April 1, 2014. Based on qualitative research for a Ph.D. dissertation.
Peer-Review and Writing Development in a Social Studies High School ClassroomAlejandro Camacho
This document is a thesis submitted in partial fulfillment of a Master's degree in education. It examines how peer interaction can support writing development and build content knowledge in a high school social studies classroom. The study explores using peer review as part of the writing process for a 10th grade world history class. Students provided peer feedback on drafts using guiding questions, and reported deeper understanding of historical events from interacting with peers. An interview with an experienced English teacher supported the idea that both content learning and critical thinking can occur through peer review in social studies classes. The goal is to help students make connections between thinking and writing to clarify ideas and show analysis in their writing.
Engaging students in the curriculum: Students as producers of learningAnnalisa Manca
This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14
"I wanted to connect" an open PBL project 2010-2011Chrissi Nerantzi
This document summarizes the findings of a study that explored students' experiences with an online problem-based learning (PBL) trial. Key findings included that students missed the social element of in-person learning and felt a lack of communication inhibited community-building. Participants and facilitators noted that facilitation was the biggest issue, with facilitators needing more training and a more structured approach. The role of the facilitator in online PBL is important to provide support and guidance to students, particularly novice PBL learners, through both synchronous and asynchronous communication. Main recommendations included online training for facilitators, ongoing support, and using a structured PBL model and process.
Are Independent Study/Correspondence Courses Still Viable? A Case Study (ICED...Michael Johnson
The document discusses the advantages and disadvantages of independent study/correspondence courses based on a case study. Some key disadvantages included that students need strong self-discipline and motivation as there is no interaction with other students or instructors. However, advantages are the flexibility, convenience, and ability to learn at one's own pace while fulfilling other obligations. The document also provides suggestions to mitigate disadvantages such as personalizing the course and interactions between instructors and students.
Creating People Centred Schools: Section Four. Changing schoolsSaide OER Africa
Ideas on understanding change are taken forward into approaches to leading and managing change. School-as-organization approaches are compared with the school-as-community approach.
The document discusses anchor activities, which are ongoing assignments and tasks that students can work on independently after completing their main assignments. Anchor activities are used to occupy students' time productively during "ragged time" when they finish work at different paces. Suggested anchor activities include journal writing, vocabulary work, spelling practice, and silent reading. The document provides tips for implementing anchor activities, such as clearly teaching expectations and tasks, and assessing student work through checklists, conferences, and rubrics.
This annotation describes a time management activity the mentor conducted with his URI 101 class. He had students allocate their time across various activities to create a "personal budget." The mentor then led a discussion about how students spent their time. Many students spent 10 hours on work, sports, and organizations. The activity helped students identify areas where they could spend more or less time. Student evaluations suggested the activity was useful for improving time management skills.
Presentation at National Congress on Rural Education in Saskatoon, SK. March 30 - April 1, 2014. Based on qualitative research for a Ph.D. dissertation.
Peer-Review and Writing Development in a Social Studies High School ClassroomAlejandro Camacho
This document is a thesis submitted in partial fulfillment of a Master's degree in education. It examines how peer interaction can support writing development and build content knowledge in a high school social studies classroom. The study explores using peer review as part of the writing process for a 10th grade world history class. Students provided peer feedback on drafts using guiding questions, and reported deeper understanding of historical events from interacting with peers. An interview with an experienced English teacher supported the idea that both content learning and critical thinking can occur through peer review in social studies classes. The goal is to help students make connections between thinking and writing to clarify ideas and show analysis in their writing.
Engaging students in the curriculum: Students as producers of learningAnnalisa Manca
This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14
This document provides references to images of common 3D shapes including a pyramid, cube, rectangular prism, cone, cylinder, and sphere to help children identify these shapes in their surroundings. The links direct to photos hosted on Flickr that clearly depict each of these basic 3D geometric forms so they can be easily recognized.
3 d figures, its surface areas and volumesjeevanlata
The document defines and provides formulas for calculating surface areas and volumes of various 3D shapes including cuboids, cubes, cylinders, cones, spheres, and hemispheres. It states that a cuboid is a 3D shape with right angles and equal opposite faces. The surface area of a cuboid is 2(length x breadth + breadth x height + height x length). The volume of a cuboid is length x breadth x height.
This document discusses the volume of 3D figures such as prisms. It defines volume as the measure of space occupied by a 3D figure. It lists common 3D figures including cones, pyramids, cylinders, and prisms. For prisms, it explains that prisms have at least 3 rectangular faces where the top and bottom faces are parallel. It provides examples of calculating the volume of prisms by finding the area of the base shape and multiplying it by the height of the prism. Students are instructed to practice volume calculation problems in their workbook.
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own assumptions and practices.
3) The revised program would focus on establishing reflective practices, communication skills, and a culture of inquiry within a community of practice to better support beginning teachers.
1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own practices.
3) The revised program would focus on establishing mentoring as a culture of inquiry and reflection within schools to create communities of practice that facilitate powerful learning.
The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not deeply change their practices or views of mentoring. The mentors largely saw themselves as experts imparting knowledge, rather than collaborating with mentees. The authors propose revising the program to have a greater focus on developing mentors as reflective practitioners and collaborative partners with mentees. This would help create communities of practice where mentors and mentees can deeply reflect on teaching practices.
The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.
This document discusses peer observation models for teachers. It examines both evaluative models where teachers assess each other, as well as reflective models aimed at self-improvement. Reflective peer observation is presented as a better approach, as it encourages self-reflection rather than judgment. For a reflective model to be successful, both the observer and observee must understand it is not an evaluation and leave biases aside. Working as a team can also support improvement, but cultural challenges must be considered. Overall, reflective peer observation and self-observation are presented as effective ways for teachers to learn and enhance their practice through feedback and analysis of their own and others' teaching.
Two years ago, BCPS decided to make cross-curricular literacy its educational focus. As a result, I was approached by a middle school principals who asked me to create a literacy plan. I had already observed the success of close-reading strategies and had researched the idea of school-wide literacy. I quickly became a proponent of both notions and decided to use them to frame the literacy plan. After the first full year of implementation, overall reading proficiency scores increased over 14 points! I would love to share the GTN-approved initiative with educators from around the state.
Presenter(s): Jeanene Fletcher Burris
AERA Presentation: PBL Model for Teacher Researchsnowcity
This document describes a model for supporting collaborative teacher research that was developed and tested over three years. The model includes components like motivation, a learning community, use of data like videos and student work, dedicated time for research, and a structured process using problem-based learning. Teachers found elements like pursuing their own research questions, peer support, facilitator guidance, and extended time to be most useful for improving their practice through inquiry. The model provides an example of effective professional development centered around teacher research.
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
Student Experiences and Learning Approach in Accelerated Online CoursesStaci Trekles
This document summarizes research into deep learning approaches in accelerated online graduate programs. A case study examined one online Master's program, collecting data from student surveys and interviews. Key findings were that students' learning approaches were influenced by time constraints, course structure, assignments, and interactions. Courses that used real-world projects, peer collaboration, and consistent structure helped students achieve deeper learning levels. The research highlighted best practices for designing accelerated online graduate courses and programs.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
This document discusses non-observed observations as an alternative to traditional lesson observations. It describes the process of non-observed observations which involves the teacher meeting with a peer before and after teaching a lesson to plan for learning, reflect on student progress, and identify next steps. Teachers found the process less stressful than traditional observations and that it improved their lessons and student learning. Middle leaders also felt it allowed for more developmental conversations focused on learning rather than judgements. Some areas for developing the process further include applying it to practical lessons and balancing it with traditional quality assurance methods.
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
This document provides references to images of common 3D shapes including a pyramid, cube, rectangular prism, cone, cylinder, and sphere to help children identify these shapes in their surroundings. The links direct to photos hosted on Flickr that clearly depict each of these basic 3D geometric forms so they can be easily recognized.
3 d figures, its surface areas and volumesjeevanlata
The document defines and provides formulas for calculating surface areas and volumes of various 3D shapes including cuboids, cubes, cylinders, cones, spheres, and hemispheres. It states that a cuboid is a 3D shape with right angles and equal opposite faces. The surface area of a cuboid is 2(length x breadth + breadth x height + height x length). The volume of a cuboid is length x breadth x height.
This document discusses the volume of 3D figures such as prisms. It defines volume as the measure of space occupied by a 3D figure. It lists common 3D figures including cones, pyramids, cylinders, and prisms. For prisms, it explains that prisms have at least 3 rectangular faces where the top and bottom faces are parallel. It provides examples of calculating the volume of prisms by finding the area of the base shape and multiplying it by the height of the prism. Students are instructed to practice volume calculation problems in their workbook.
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own assumptions and practices.
3) The revised program would focus on establishing reflective practices, communication skills, and a culture of inquiry within a community of practice to better support beginning teachers.
1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own practices.
3) The revised program would focus on establishing mentoring as a culture of inquiry and reflection within schools to create communities of practice that facilitate powerful learning.
The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not deeply change their practices or views of mentoring. The mentors largely saw themselves as experts imparting knowledge, rather than collaborating with mentees. The authors propose revising the program to have a greater focus on developing mentors as reflective practitioners and collaborative partners with mentees. This would help create communities of practice where mentors and mentees can deeply reflect on teaching practices.
The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.
This document discusses peer observation models for teachers. It examines both evaluative models where teachers assess each other, as well as reflective models aimed at self-improvement. Reflective peer observation is presented as a better approach, as it encourages self-reflection rather than judgment. For a reflective model to be successful, both the observer and observee must understand it is not an evaluation and leave biases aside. Working as a team can also support improvement, but cultural challenges must be considered. Overall, reflective peer observation and self-observation are presented as effective ways for teachers to learn and enhance their practice through feedback and analysis of their own and others' teaching.
Two years ago, BCPS decided to make cross-curricular literacy its educational focus. As a result, I was approached by a middle school principals who asked me to create a literacy plan. I had already observed the success of close-reading strategies and had researched the idea of school-wide literacy. I quickly became a proponent of both notions and decided to use them to frame the literacy plan. After the first full year of implementation, overall reading proficiency scores increased over 14 points! I would love to share the GTN-approved initiative with educators from around the state.
Presenter(s): Jeanene Fletcher Burris
AERA Presentation: PBL Model for Teacher Researchsnowcity
This document describes a model for supporting collaborative teacher research that was developed and tested over three years. The model includes components like motivation, a learning community, use of data like videos and student work, dedicated time for research, and a structured process using problem-based learning. Teachers found elements like pursuing their own research questions, peer support, facilitator guidance, and extended time to be most useful for improving their practice through inquiry. The model provides an example of effective professional development centered around teacher research.
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
Student Experiences and Learning Approach in Accelerated Online CoursesStaci Trekles
This document summarizes research into deep learning approaches in accelerated online graduate programs. A case study examined one online Master's program, collecting data from student surveys and interviews. Key findings were that students' learning approaches were influenced by time constraints, course structure, assignments, and interactions. Courses that used real-world projects, peer collaboration, and consistent structure helped students achieve deeper learning levels. The research highlighted best practices for designing accelerated online graduate courses and programs.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
This document discusses non-observed observations as an alternative to traditional lesson observations. It describes the process of non-observed observations which involves the teacher meeting with a peer before and after teaching a lesson to plan for learning, reflect on student progress, and identify next steps. Teachers found the process less stressful than traditional observations and that it improved their lessons and student learning. Middle leaders also felt it allowed for more developmental conversations focused on learning rather than judgements. Some areas for developing the process further include applying it to practical lessons and balancing it with traditional quality assurance methods.
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
This paper presents the outcomes of research aiming at implementing some concepts of blended learning in different Brazilian school contexts. Although different definitions for blended learning can be found in the literature, all of them generally share the convergence of two learning models: the face-to-face model, in which the process takes place in the classroom, as it has been done for some time, and the online model, which uses digital technologies to promote education. The main focus of blended learning is that teachers and students teach and learn at different times and places. Thus, we can consider that both learning environments, that is to say, the traditional classroom and the virtual learning environment are gradually becoming complementary. This is most probably because, in addition to using various digital technologies, the individual interacts with the group at different times and places, intensifying the exchange of experiences
Teacher Leader Development: A Narrative InquiryLloyd Yeo
This document summarizes a narrative inquiry into the development of senior teachers in two secondary schools in Singapore. It describes the country's teacher development initiatives from 2001-2015. It then provides background on 5 teacher participants and outlines the research design, which involved individual narratives and analysis of patterns in their experiences. Key themes that emerged include the community and systems that supported participants, the tools and rules of the accreditation process, and tensions in navigating various roles and platforms for teacher development. The document concludes by discussing identity formation in learning communities and recommending a more sustainable, social-based approach to senior teacher development.
This document discusses using simple technologies to support teacher candidates' learning from practicum experiences. It examines four technologies - daily entries in a table, a shared notebook, a poster, and a narrative - that students used to document experiences. The author realizes his responses to students focused more on the technologies than the professional learning or reflection-in-action. He concludes technologies have limits and opportunities, and identifying and supporting learning requires careful listening and responding from teacher educators.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Growing Into A Teacher Lead
1. Running Head: TEACHER LEADER 1
Growing Into a Teacher Leader
Dina Damus
University of Florida
November 9, 2011
2. TEACHER LEADER 2
Rational
“What if I am boring?”
“How can I engage the audience?”
“I do not want to say the wrong thing.”
“I am use to leading children;however, how will I lead adults?”
With my heart racing, these were just some of my initial thoughts and fears when I
was chosen to lead the Teachers Fellows program. The Teacher Fellows program is a
partnered initiative through the University of Florida and Ready School Miami; whose
goal is to support and improve teacher development, their practices and students’
knowledge. My role as a Teacher Fellows facilitator is to guide my colleagues to develop
a “wondering” and utilize data driven approaches to modify their practices and students
learning. I have decided to use the Teacher Fellows program as an artifact to exhibit my
acquisition of the Teacher Leader component of the Teacher Leadership for School
Improvement (TLSI) Program. This artifact was chosen because “leadership” is one of
my weakest skills. As an introverted person standing in front of a crowd and attempting
to lead them is frighten. Nonetheless, I am always up for a challenge.I wanted to confront
this fear head on. This artifact will not only allowme to become a leader but also provide
opportunities to collaborate with colleagues.
As a novice facilitator the fears are slowly subsiding and a teacher leader is
beginning to emerge. I am learning that a teacher leader is not simply standing in front of
a group of other teachers and dishing out information. I now know that teacher leaders
are “Teachers who are leaders lead within and beyond the classroom, identify with and
3. TEACHER LEADER 3
contribute to a community of teacher learners and leaders, and influence others toward
improved educational practice” (Kelly, 2011, pg.16).I am gradually becoming
comfortable in the leadership role. Linking theories that were taught at the Ready School
Miami Professional Learning Community, Teacher Facilitators Training, and The
Reflective Educator’s Guide to Classroom Research has made the process a lot smoother.
“When given opportunities to lead, teachers can influence school reform efforts.
Waking this sleeping giant of teacher leadership has unlimited potential in making a real
difference in the pace and depth of school change” (Katzenmeyer and Moller, 2001, pg.
102).I hope at the end of this journey the sleeping giant of teacher leadership within me
will lead to a significant change in my practice, those of my colleagues, and an overall
improvement in our school.
Summary and Evidences
- Evidence 1- Journal/Summary
Day 1
- Noooo . . . I have been chosen to lead the Teacher Fellows Program at my school.
Why me? I wish they could have chosen someone else to do the program. With all
the workload I have at work and in school, I really do not need another thing to
do. How will I lead other teacher to do anything when I am not a leader?For
someone have recommend me to facilitate the Teacher Fellows program,they
must have felt that I was “competent, creditable, and approachable;” which are
adjectives used to describe potential teacher leaders (Katzenmeyer and Moller,
4. TEACHER LEADER 4
2001, pg. 14).I hope after embarking on this expedition, I can prove that person to
be right.
Day 2 Teacher Fellow Facilitator Orientation September 22, 2011
- Today, I attended the Teacher Fellows Facilitator training at United Way building.
It was nice meeting others students who were part of the TSLI program at UF. It
was even nicer to see that many of the partakers had already facilitated the
program at their school. They spent time sharing past experiences and outcomes
after conducting the program at their school site. My favorite part of the entire
meeting is when we got in a circle and discussed our fears. It seems, as though I
was the only one who was completely petrified at the thought of leading a group.
Many felt they were either comfortable orclose to comfortable with the idea. A
few of the participants comforted me by telling there was really no need to panic,
because I would be working along my colleagues who I work, communicate, and
collaborate with everyday,echoing York-Barr and Duke (2004), “Teacher
leadership is practiced through a variety of formal and informal positions, roles,
and channel of communication in the daily work of school” (pg.263).Many of the
participants also offered their assistances if I needed advice through the process.
With the information given during the training and the comfort I have gained, as
ammunition, I think I am ready to fight this fear. Next step is preparing for the
recruiting presentation.
Day 3- Recruiting Session October 12, 2011
- I didn’t really get any sleep last night. I was so nervous about my recruiting
presentation to the staff, today. I created a PowerPoint presentation to make the
5. TEACHER LEADER 5
process a lot smoother. Prior to the meeting, I walked around relentlessly, in order
to calm my nerve; it did not work. When I was given the floor to speak, the
computer would not open the file and I became even more nervous. “What would
I say if the information is not in front of me,” I thought to myself. Once I finally
got the PowerPoint to work, I began telling the staff what the Teacher Fellows
Program is about. You can hear my voice trembling. As I went on, slide-by-
slide,the trembling in my voice subsided. At the end of the slide show I chose
three colleagues who participated in the program last year to give their personal
testimony about their experience and what they learned. I think this was necessary
in order to add a personal connectionand minimize my colleague apprehension
towards the Teacher Fellows Program.When it was all over I wanted to jump
through roof and yell,“It is finally over.”At the end of the meeting no one signed
up, hopefully they will. All in all the first step of this journey was not so bad.
Now onto the next step, planning for the orientation session.
- Teacher Fellow Recruiting PowerPoint
(Double click on the image below to view the slideshow.)
6. TEACHER LEADER 6
Day 4- Orientation Session October 19, 2011
- Ah. . . the teacher leadership role is beginning to unveil. I conducted the Teacher
Fellows orientation yesterday in my class. At first I was a bit frighten that no one
would show up. For the first 20 minutes, I only had one person in my room;
thankfully 5 others showed up. Once the meetings began my anxiety went out the
door. I had the participant start off with a pre-survey questionnaire; which
consisted of 5 simple questions related to what is the Teacher Fellows program,
teacher inquiry, the use of data and how to share newly gained knowledge. This
pre-survey will be compared to a post survey given during the final session on
May 2, to show how members’ knowledge regarding inquiry, data, and
collaboration has evolved. The next stage is to do is Session I of the Teacher
Fellow Program, where we begin developing our wondering.
- Evidence 2- Orientation Agenda and Pre-Survey Questions
- Agenda
Santa Clara Elementary
Teacher Fellows Program
Orientation Agenda
October 19, 2011
I. Welcoming and Refreshments
II. Overview of the Teacher Fellows Program
III. Contract Agreement
IV. Handout-Reflective Educator’s Guide to Classroom Research Book
V. Text-Base Protocol-Chapter 1
VI. Teacher Fellow Session 6 Dates:
A. November 2
B. December 7
7. TEACHER LEADER 7
C. February 1
D. March 7
E. April 11
F. May 2
VII. PD Portal Registration
- Pre-Survey Questions
-
9. TEACHER LEADER 9
Day 5- Session 1 November 2, 2011
- Today was our first session for the Teacher Fellows Program. I decided to have a
tea partyas an icebreaker. I placed various comments related to “Inquiry” on a
cutout of a teacup. Each participant read their quotes and shared their thoughts
10. TEACHER LEADER 10
with a partner then as a whole group. We also did a journal-writing prompt which
participant reflected on the following prompt. “One word that describes how I feel
about conducting my own personal inquiry into my teaching practice this school
year is . . .”(Dana and Yendol-Hoppey, 2009).My favorite activity was “Four
Corners.” Within this activity, I went from being a teacher to becoming a true
facilitator. I read a few quotes related to collaboration and the participants had to
decide which of the four corners (Strongly Agree, Agree, Disagree, or Strongly
Disagree) describe how they felt. Here I was really able to see how the fellows
members interacted. I took a back seat and allowed the member to engage with
each other either agree or disagree with each other. According to Spillane,
Halverson, and Diamond (2004), “rather than seeing leadership practices as solely
a function of an individual’s ability, skill, charisma, and/or cognition, it is best
understood as a practice distributed over leaders, followers, and their
situation”(pg.18).I think this activity was a fitting example of leadership
distributed between the facilitator and members. According the reflectionsI
received atthe end Four Corners activity seems to be the participants’ favorite. In
order to be a good teacher leader one must make their fellow teachers comfortable
by being readily available to assist and guide (York-Barr and Duke, 2004, p.284).
In order to acquire that role my next step will be planning for session 3 and
creating an open door policy where participants are free to ask questions and seek
guidance when creating their “wondering.”The “wondering”participants develop
will be added later into this artifact and will be compared to members final paper,
to show their growth within the program.
11. TEACHER LEADER 11
- Evidence 3- Session I Agenda, Video Clips, and Reflections
- Agenda
Santa Clara Elementary
Teacher Fellows Program
Session I Agenda
November 2
I. Welcome and Sign-In
II. Tea Party- Teacher Inquiry Defined
III. Journal Writing Prompt
IV. The Great Wondering Brainstorm- Finding a wondering
V. Four Corners-To Collaborate or No Collaborate
VI. Preparation for Session 2:
a. Review professional literature related to your inquiry topic
b. Read Chapter 4-Developing a Research Plan
c. Decide how you will implement your plan and what type of data you
will use
VII. Reflections
Teacher Fellow Session 6 Dates:
a. November 2
b. December 7
c. February 1
d. March 7
e. April 11
f. May 2
- Video
(Session 1, Session 3, and Session 6 will be video taped to show my growth
as a teacher leader.)
(Double click on the images below to watch video clips.)
12. TEACHER LEADER 12
(Sorry battery died on the phone during the Four Corners activity.)
13. TEACHER LEADER 13
- Reflections from participants
(Shows what participants learned, liked, wished, wondered and still
needs to know about the Teacher Fellows Program)
(Session 1, Session 3, and Session 6 reflections will be gathered to show
my growth as a teacher leader and students understanding of the
program.)
Reflections and Next Step
14. TEACHER LEADER 14
Reflection and Next Step
Just as a child must take it’s first steps before it can walk and subsequently run, I
have taken the initial steps to becoming a teacher leader. At this point,I have undertaken
the task ofrecruiting and guiding members into developing their inquiry. However, I
cannot start running or consider myself a true Teacher Leaderuntil I have acquired a few
more steps; which includes guiding participants to gathering data, putting their plan into
action, and sharing their findings. Within the next couple of months, I will continue to
take the necessary steps toward guiding participants to display their findings and
ultimately their growth during the annual Ready Schools Miami Showcase.
Ultimately a Teacher Leader is someone who “influences” those around them to
bring about change in students, parents, fellow teachers, administrators, and the
community,both formally and informally. I hope at the end of this journey I can be the
spark that ignites a change thatmakes a lasting impact. In going forward, I would like to
see the members who participated in the Teacher Fellows Program continue to participate
in years to come, continue the ongoing collaboration, use knowledge they gained to
influence the teaching practice of other educators, and/or even becoming facilitators
themselves. As for myself, I would liketo continue taking the steps to becoming an
effective teacher leader, collaborating, continue to inspire professional growth of my
colleagues, and taking on more leadership roles in my class, school, and the community.
15. TEACHER LEADER 15
Reference
Dana, N. and Yendole-Hoppey, D. (2009). Facilitator’s Guide: The Reflective
Educators Guide to Classroom Research. Thousand Oak, California: Corwin Press.
Katzenmeye, M and Moller, G. (2001). Awakening the Sleeping Giant: Helping Teachers
Develop as Leaders. Thousand Oak, California: Corwin Press.
Kelley, D. (2011) Teacher's and Teacher Leaders' Perceptions of the Formal Role of
Teacher Leadership. Educational Policy Studies Dissertations.
Spillane, J.P., Halverson, R., & Diamond, J.B. (2004). Towards a Theory of Leadership
Practice: A Distributed Perspective. Journal of Curriculum Studies, 36(1), 3-34.
York-Barr, J. & Duke, K. (2004). What Do We Know About Teacher Leadership?
Findings From Two Decades of Scholarship.Review of Educational Research,
74(3), 255-316.
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