A selective, weeklong professional development course taught by world-class faculty at one of the best graduate schools of education in the country at Harvard University, in Cambridge, MA.
The Year in Review report offers a glance at the work of the departments and areas that comprise Student Affairs. There is much beyond what's contained here, however. We continue to look for ways to collaborate among departments and with our colleagues across the university in efforts to creating an inclusive campus environment and a signature undergraduate experience.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
The Year in Review report offers a glance at the work of the departments and areas that comprise Student Affairs. There is much beyond what's contained here, however. We continue to look for ways to collaborate among departments and with our colleagues across the university in efforts to creating an inclusive campus environment and a signature undergraduate experience.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
CCCOER Presents: Regional Leaders of Open EducationUna Daly
When: Wednesday, March 4, noon PST/3pm EST:
Launched in fall 2019, the Regional Leadership for Open Education (RLOE) initiative was inspired by CCCOER members’ growing need to collaborate across institutional and state boundaries to find solutions for issues impacting OER adoption at diverse, multi-institution systems. Many open education leaders face similar issues of advocacy and implementation beyond their home institution and wish for the opportunity to craft common solutions and eliminate duplication of efforts. Leaders from colleges, universities, library consortia, and government agencies were invited to participate in four workgroups to discuss and build solutions. Each workgroup has developed a focus project for pursuing in 2020 and will share early efforts and invite community feedback
Policy & Strategy: focusing on a bibliography of open education policies and building a video repository of statewide OER policy clips.
Stewardship: focusing on emerging frameworks for stewardship of open education resources and student privacy and data.
Professionalism: focusing on building a matrix of emerging “open education” roles and their associated competencies to better identify training needs.
Sustainability: focusing on building a virtual file cabinet of higher education infrastructure documents/templates integrating open education.
Featured Speakers:
Denise Cote, Reference Librarian, College of DuPage
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Quill West, Open Education Project Manager, Pierce College District
Lisa Young, Faculty Director, Center for Teaching & Learning, Scottsdale Community College
Moderator: Una Daly, CCCOER Director
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
A Public-Private Teacher Development Collaborative: Promoting High-Quality Ed...ohedconnectforsuccess
June 28, 10:15 – 11:30am, Room: Champaign
This collaborative engages teachers in continuing professional development for the purpose of improving teaching and learning in a low-resource region. Based on their organization, processes, and initial results, school personnel were successful in meeting the improvement goals. This session explains the purposes, structure and accomplishments achieved through combining public and private IHE and community perspectives and resources to address regional school improvement. Collaborative models increase capacity to transform education in rural and urban schools and are increasingly important in a stressed U.S. economy.
Main Presenter: Dorothy Erb, Marietta College
Co-Presenter(s): Phyllis McQueen, University of Rio Grande; Renee Middleton, Ohio University; Rae White, Muskingum University
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
Utilizing resources such as the Maryland study called “The future of the MLS”, the presenters will make the case for incorporation of skills related to taking risks and embracing innovation into the education process, both inside and outside the classroom.
More on how Valencia College started the conversation with faculty, engaged them in a pilot, and ultimately had them informed and excited as they began app implementation.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Kurt Ewen and Wendy Dew, Valencia College.
The story about the path chosen by Austin Community College as they launched Degree Map,™ from opt-in strategies for implementation to innovative group counseling and full roll-out.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Senior Partner Success Director Dr. Matthew Milliron with Dr. Virginia Fraire, Austin Community College.
MRemu: An Emulation-based Framework for Datacenter Network Experimentation us...Marcelo Veiga Neves
As data volumes and the need for timely analysis grow, Big Data analytics frameworks have to scale out to hundred or even thousands of commodity servers. While such a scale-out is crucial to sustain desired computational throughput/latency and storage capacity, it comes at the cost of increased network traffic volumes and multiplicity of traffic patterns. Despite the sheer reality of the dependency between datacenter network (DCN) and time-to-insight through big data analysis, our experience as active networking researchers conveys that a large fraction of DCN research experimentation is conducted on network traces and/or synthetic flow traces. And while the respective results are often valuable as standalone contributions, in practice it turns out extremely difficult to quantitatively assess how the reported network optimization results translate to performance or fault-tolerance improvement for actual analytics runtimes, e.g., due to the ability of these runtimes to overlap communication with computation. This paper presents MRemu, an emulation-based framework for conducting reproducible datacenter network research using accurate MapReduce workloads and at system scales that are relevant to the size of target deployments, albeit without requiring access to a hardware infrastructure of such scale. We choose the MapReduce (MR) framework as a design point, for it is a common representative of the most widely deployed frameworks for analysis of large volumes of - structured and unstructured - data and is reported to be highly sensitive to network performance. With MRemu, it is possible to quantify the impact of various network design parameters and software-defined control techniques to key performance indicators of a given MR application. We show through targeted experimental validation that MRemu exhibits high fidelity, when compared to the performance of MR applications on a real scale-out cluster of 16 high-end servers. Also, as a proof of impact of our experimental framework, we showcase how we used MRemu to quantify the impact of network capacity among MR nodes to a selection of network-bound MR applications.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
CCCOER Presents: Regional Leaders of Open EducationUna Daly
When: Wednesday, March 4, noon PST/3pm EST:
Launched in fall 2019, the Regional Leadership for Open Education (RLOE) initiative was inspired by CCCOER members’ growing need to collaborate across institutional and state boundaries to find solutions for issues impacting OER adoption at diverse, multi-institution systems. Many open education leaders face similar issues of advocacy and implementation beyond their home institution and wish for the opportunity to craft common solutions and eliminate duplication of efforts. Leaders from colleges, universities, library consortia, and government agencies were invited to participate in four workgroups to discuss and build solutions. Each workgroup has developed a focus project for pursuing in 2020 and will share early efforts and invite community feedback
Policy & Strategy: focusing on a bibliography of open education policies and building a video repository of statewide OER policy clips.
Stewardship: focusing on emerging frameworks for stewardship of open education resources and student privacy and data.
Professionalism: focusing on building a matrix of emerging “open education” roles and their associated competencies to better identify training needs.
Sustainability: focusing on building a virtual file cabinet of higher education infrastructure documents/templates integrating open education.
Featured Speakers:
Denise Cote, Reference Librarian, College of DuPage
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Quill West, Open Education Project Manager, Pierce College District
Lisa Young, Faculty Director, Center for Teaching & Learning, Scottsdale Community College
Moderator: Una Daly, CCCOER Director
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
A Public-Private Teacher Development Collaborative: Promoting High-Quality Ed...ohedconnectforsuccess
June 28, 10:15 – 11:30am, Room: Champaign
This collaborative engages teachers in continuing professional development for the purpose of improving teaching and learning in a low-resource region. Based on their organization, processes, and initial results, school personnel were successful in meeting the improvement goals. This session explains the purposes, structure and accomplishments achieved through combining public and private IHE and community perspectives and resources to address regional school improvement. Collaborative models increase capacity to transform education in rural and urban schools and are increasingly important in a stressed U.S. economy.
Main Presenter: Dorothy Erb, Marietta College
Co-Presenter(s): Phyllis McQueen, University of Rio Grande; Renee Middleton, Ohio University; Rae White, Muskingum University
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
Utilizing resources such as the Maryland study called “The future of the MLS”, the presenters will make the case for incorporation of skills related to taking risks and embracing innovation into the education process, both inside and outside the classroom.
More on how Valencia College started the conversation with faculty, engaged them in a pilot, and ultimately had them informed and excited as they began app implementation.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Kurt Ewen and Wendy Dew, Valencia College.
The story about the path chosen by Austin Community College as they launched Degree Map,™ from opt-in strategies for implementation to innovative group counseling and full roll-out.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Senior Partner Success Director Dr. Matthew Milliron with Dr. Virginia Fraire, Austin Community College.
MRemu: An Emulation-based Framework for Datacenter Network Experimentation us...Marcelo Veiga Neves
As data volumes and the need for timely analysis grow, Big Data analytics frameworks have to scale out to hundred or even thousands of commodity servers. While such a scale-out is crucial to sustain desired computational throughput/latency and storage capacity, it comes at the cost of increased network traffic volumes and multiplicity of traffic patterns. Despite the sheer reality of the dependency between datacenter network (DCN) and time-to-insight through big data analysis, our experience as active networking researchers conveys that a large fraction of DCN research experimentation is conducted on network traces and/or synthetic flow traces. And while the respective results are often valuable as standalone contributions, in practice it turns out extremely difficult to quantitatively assess how the reported network optimization results translate to performance or fault-tolerance improvement for actual analytics runtimes, e.g., due to the ability of these runtimes to overlap communication with computation. This paper presents MRemu, an emulation-based framework for conducting reproducible datacenter network research using accurate MapReduce workloads and at system scales that are relevant to the size of target deployments, albeit without requiring access to a hardware infrastructure of such scale. We choose the MapReduce (MR) framework as a design point, for it is a common representative of the most widely deployed frameworks for analysis of large volumes of - structured and unstructured - data and is reported to be highly sensitive to network performance. With MRemu, it is possible to quantify the impact of various network design parameters and software-defined control techniques to key performance indicators of a given MR application. We show through targeted experimental validation that MRemu exhibits high fidelity, when compared to the performance of MR applications on a real scale-out cluster of 16 high-end servers. Also, as a proof of impact of our experimental framework, we showcase how we used MRemu to quantify the impact of network capacity among MR nodes to a selection of network-bound MR applications.
Autor: Gaetano Cascini
Presentación en el ciclo CORFO - Universidad Técnica Federico Santa María. Para más presentaciones ver en http://www.ecollege.cl
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Accessibility Information and ToolsAccessibility Information and Tips Revised Date: 07/2015Request Document Optimized for ScreenreaderHiring and Retaining Great Independent School Teachers
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Title: Hiring and Retaining Great Independent School Teachers By: Balossi, Matt, Hernández, Natalie R., Independent School, 01459635, 20161201, Vol. 75, Issue 2Database: ERIC
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spotlight on research
The positive impact of great teachers on student learning is undeniable. Independent schools pride themselves on providing a unique educational experience for students -- one that is robust and mission-driven, tailored to low student-to-teacher ratios and more personalized learning with high-quality teachers.
While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality teachers and align practices to that description, we partnered with the National Association of Independent Schoo ...
Patricia Clark
Field Consultant, Career Academy Support Network
University of California, Berkeley
Berkeley, CA
Miya Hayes Melish
Assitant Director, School/University Partnerships
University of California, Berkeley
Berkeley, CA
Juan Sanchez
Office of President
University of California
Oakland, CA
With support from the James Irvine Foundation, the presenters have partnered to develop the college tools for schools website. In this session, participants will explore the new website and gain information about increasing access to the a-g curriculum, transcript evaluation, advancing the college and career culture, and academies. Bring your questions!
"After signing up for the Leadership Development Program, I could tell a significant improvement in my leadership abilities. I am so thankful that i took part in this program - a program that has changed my outlook on leadership forever."
Alternatives in Action HS Director 2016-17Karin Seid
Alternatives in Action, an Oakland-based nonprofit that prepares youth to be leaders in college, career, and community, is currently seeking a Director for their charter high school, which supports Oakland students who have been unsuccessful in larger, more traditional schools.
Sheldon Berman: Shaping the Way We Learn, Teach, and LeadSheldon Berman
The vision, mission and instructional strategies implemented in the Jefferson County Public Schools while Dr. Sheldon Berman served as superintendent from 2007 to 2011 embody this educational philosophy. The administrative leadership in JCPS created "Shaping the Way We Learn, Teach and Lead" in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.
Woodland Preparatory School Alabama #Gulen #SonerTarimGulen Cemaat
Woodland Preparatory School (Washington County Alabama) has hired Soner Tarim of the Gulen Movement out of Texas as their CMO (Unity Student Services) they will handle the marketing, curriculum development, software, website and everything that the inexperienced board members cannot handle. The building of their school is handled out of Utah by another controversial group called ACD American Charter Development. Same old Gulen fraud except this time the ACD (Mormon Mafia) will wipe the floor with the Gulen Muslim Mafia.
https://www.washingtonpost.com/education/2019/05/03/telling-story-about-charter-school-controversy-rural-alabama-county/?fbclid=IwAR0Tefei5Gk4EyuaifszEFXxoePpaKcmIPIy28UQYLFD76vwzXS_QOqSUZg&utm_term=.fb8c1f62c1ed
https://www.alreporter.com/2019/03/27/an-islamic-movement-fraud-and-improper-hires-even-more-and-weirder-questions-arise-about-montgomerys-first-charter-school/
http://www.woodlandprep.blogspot.com
https://gulencharterschoolsusa.blogspot.com/2019/04/washington-county-in-battle-with.html
Killinged.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. What is the RYHT Harvard Leadership Program? What: A selective, weeklong professional development course taught by world-class faculty at one of the best graduate schools of education in the country Where: Harvard University, Cambridge, MA When: Summer 2011 5 to 10 days (dates vary)
3. Why does RYHT invest in principals? At RYHT, we recognize the critical role of human capital in building student achievement. The most powerful incentive to retain effective teachers is supportive leadership. Our effort has invested over $3 million in over 350 principals, providing strong leadership to an estimated 18,000 teachers and 275,000 students in Texas public schools.
4. Who pays for this? We do! RYHT provides: Travel Hotel stay Tuition A modest discretionary spending fund
5. Am I eligible? Eligible applicants must be a current Texas public or charter school principal. (Sorry, no assistant principals.) Applicants MUST apply through the RYHT website and NOT through Harvard directly. If you apply on the Harvard website and not the RYHT one, you will not be considered for the RYHT program and thus will not be funded.
6. What is on the application? Application consists of: Letter of recommendation from the district superintendent or supervising district-level administrator Two essays (last year’s questions below; prompts change annually) 1. Please describe your school, programs, educational values and provide a brief description of your school’s student body and faculty; include anything unique or special about your school. 2. Discuss your most significant accountability challenge and its impact on your role as a school leader.
7. What are the selection criteria? RYHT is looking for principals that demonstrate: A belief in student achievement-based learning and teaching A commitment to achievement and belief-based school-wide culture Personal leadership Resilience in the face of obstacles Passion for and understanding of their critical role in affecting students
8. How will I be notified? Application deadline is March 31st. In consultation with Harvard, RYHT selects over 100 Texan principals annually. Final decisions will be sent to each applicant by May 2011.
9. What programs are available? Improving Schools: The Art of Leadership June 26-July2, 2011 Designed for school leaders in the early stages of their careers, the institute will help you to expand your leadership skills, explore how to enhance student learning and create success for yourself and your school. Leadership: An Evolving Vision July 6-12, 2011 Designed for experienced school leaders, this institute will help you to strengthen your leadership and management skills and revitalize your personal vision of leadership.
10. What programs are available? Redesigning High Schools for Improved Instruction June 26-July 1, 2011 This program provides the theories, knowledge, tools and best practices necessary to redesign high schools so they can become powerful learning environments for both students and adults. National Institute for Urban School Leaders July 18-July 23, 2011 (tentative) The National Institute for Urban School Leaders will help you refine your leadership skills, increase your understanding of what constitutes effective teaching and learning, examine successful practices from urban settings, set high expectations for achievement and explore strategies that promote student engagement in schools.
11. Why should I apply? Research studies have found that school leadership is a key factor in schools that outperform others with similar students. The urgent demands of the moment too often supersede the long-term, challenging work of improving instruction. Meet fellow school leaders from across the country and across the world. Become a Harvard alumnus/a!
16. What will I learn? Master a simple and effective process for supervision and evaluation Develop an understanding of how adult learning and teacher development contribute to school improvement Examine effective leadership styles and practices in the context of organizational change Manage schools and districts entrepreneurially, expanding public and private partnerships and networks Utilize new techniques and technologies for implementing sustainable change Respond to the expectations of a wide variety of stakeholders Use interim assessments to improve teaching and learning
17. What will I learn? Implement strategies for leading instruction through an era of public accountability Identify leadership roles and styles required to improve teaching and learning in the instructional core Examine the beliefs, cultural changes and teaching and learning strategies required to promote high student achievement Consider the effects of race, class, and culture on the learning community Explore practice-based techniques for closing the achievement gap Develop comprehensive crisis communications strategies Increase your instructional leadership by improving your time management
18. Thanks, but there’s no way I’ll get in to Harvard… It is always worth it to apply – you never know! Many RYHT alumni are willing to offer feedback on essays. RYHT is looking for passion, talent, and diversity in the Harvard Leadership corps. We have accepted principals from all across Texas, (including the RGV) serving all types of schools (big, small, urban, rural, high-income, low-income), and we are constantly looking to expand our program’s reach.
19. The Big Takeaway At Harvard, you will learn from world-class faculty in a world-famous institution alongside colleagues from Texas and around the globe, sharing knowledge and resources across cultures and continents.
20. …But wait, there’s more! RYHT holds an annual two-day reunion conference for all Harvard Leadership Program alumni in Texas. Purposes: Reconnect with your summer learning cohort Network with other HLP alumni from around the state Continue to learn in high-quality professional development sessions, led by accomplished faculty, policymakers, and more
21. But you don’t have to take our word for it… “The trip to Harvard was probably the best professional experience I have ever had.” – Principal, Ector County ISD “ The experience at Harvard was a highlight of my career.” – Principal, Cypress-Fairbanks ISD “The time I spent at Harvard was amazing and I know it has positively impacted my role as a school leader.” – Principal, Northside ISD “Harvard last summer was the most rewarding professional development experience!” – Principal, Irving ISD “I must tell you that I am so grateful for the time I spent last summer at Harvard. The experience has truly changed what I do on a daily basis!” – Principal, Klein ISD “My Harvard experience was one of the highlights of my educational career and I definitely enjoy our reunions. ” – Principal, Ysleta ISD
22. But you don’t have to take our word for it… “I would like to extend my sincere appreciation for the opportunity to attend Harvard's Leadership Academy. Without the support of Raise Your Hand Texas this would not be possible. Thank you for the support you provide to education and those who serve children throughout the state of Texas. ” “Quite honestly, in the challenges, struggles, and successes of each day, I so often reflect back on a conversation I had while at Harvard or a speaker/presentation that I heard. I truly believe that my Harvard experience has strengthened me as a leader, and I am grateful for every opportunity to learn and grow!” “I want to share that I am so excited and thankful for all your support and paving the way for our school and my colleagues. I thoroughly enjoyed the privilege of attending Harvard and will put all the skills to work this upcoming school year.” “I just wanted to let everyone associated with Raise Your Hand Texas know that my experience at Harvard last week was amazing! I went with very high expectations for learning and all of my expectations were met and exceeded!”
23. But you don’t have to take our word for it… “Thank you to RYHT for affording me the privilege and opportunity to attend the Harvard Principals’ Institute last week. It was truly an exhilarating and life-changing experience. I have learned so much, and I’m already at work with implementing the strategies and lessons learned to reform my high school. I can’t wait to see my teachers and students return.” “The opportunity to participate in the Harvard Redesigning High Schools for Improved Instruction institute was very rewarding. The institute was incredible and it challenged me as an educator and administrator. I will be able to utilize the information, materials, and professional contacts from the institute to positively impact the students of AISD. ” “My school made Exemplary this time! I owe a lot of it to Harvard and RYHT!”
24. Please take our business cards and send us an e-mail! We will be sure to notify you as soon as the online application goes live. www.raiseyourhandtexas.org (512) 476-4178 Miriam Goldberg mgoldberg@ryht.org Christen Needham cneedham@ryht.org