The document outlines a vision for an ideal school that develops well-rounded students and positive members of society. It discusses the school's mission to support students' spiritual, moral, intellectual, social, emotional, and physical development. It also describes goals around preparing students for careers or higher education, improving academic achievement, employing highly-qualified teachers, ensuring a safe learning environment, integrating technology, and communicating with parents and the community. The school aims to recognize and address risk factors for students as well as promote diversity, cultural understanding, and inclusion.
Wendy Bow is an experienced teacher with over 15 years of teaching experience in Australia and overseas. She has taught all primary grade levels from pre-kindergarten to year 7. Her experience includes teaching English as a second language in South Korea. She holds teaching qualifications from Murdoch University and Edith Cowan University. Her approach focuses on positive classroom management, differentiated instruction, and inquiry-based learning. She strives to create engaging learning environments and build classroom communities.
This document provides information about inclusive education practices and differentiated instruction strategies. It discusses full inclusion and partial inclusion models. It also outlines characteristics of evidence-based inclusive schools like diversity, formal and natural supports, age-appropriate classrooms, access to general curriculum, and schoolwide instructional support. Various co-teaching models and strategies for differentiating content, process, and products are presented.
This document discusses current issues and challenges in education, particularly in light of technological advances and the knowledge economy. It notes that the pace of technological change is accelerating and new skills are required. Key points include the importance of educational entrepreneurship, personalized and measurable education, and developing higher-order thinking skills and soft skills in learners. The role of the teacher is also shifting to focus more on learning facilitation and event management using technology.
The document discusses Singapore's holistic approach to education. It outlines the evolution of Singapore's education system to focus on developing students holistically through a strong curriculum, character development programs, co-curricular activities, and learning support from primary through post-secondary levels. The system aims to nurture students to be confident, self-directed, concerned citizens and active contributors through a total curriculum approach. It provides multiple pathways tailored to students' strengths and needs to help every child achieve their fullest potential.
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
Distance learning is an instruction system that allows for self-study and flexible learning beyond traditional classrooms. It is gaining popularity worldwide as it provides access to education for those who cannot regularly attend in-person classes. Distance learning can be delivered through modules, television, radio, and online methods. While still needing to prove itself, distance learning promises to offer rewarding learning experiences for students through innovative teaching approaches.
The document discusses the importance of inclusivity in curriculum design. It defines inclusivity as not excluding any groups and avoiding exclusionary language. The key points are:
1) Inclusivity in curriculum design is important to promote participation in higher education and equality of opportunity for all learners.
2) Inclusivity faces major challenges in higher education institutions and requires addressing barriers to engagement, admissions, retention, and sense of belonging for diverse students.
3) An inclusive curriculum considers students' diverse learning styles, languages, cultural capital, and identities through varied content, delivery, and assessment methods.
The document provides an overview of Multidisciplinary Team 1 at Chicago Middle School. It discusses the school's demographics, assessment scores, community resources, policies around special education, inclusion of students with disabilities, and recommendations for students with emotional/behavioral disorders or autism. Key points include that the school has high poverty and ELL populations, below average test scores, and the team is focused on promoting inclusion and ensuring access to general education.
Wendy Bow is an experienced teacher with over 15 years of teaching experience in Australia and overseas. She has taught all primary grade levels from pre-kindergarten to year 7. Her experience includes teaching English as a second language in South Korea. She holds teaching qualifications from Murdoch University and Edith Cowan University. Her approach focuses on positive classroom management, differentiated instruction, and inquiry-based learning. She strives to create engaging learning environments and build classroom communities.
This document provides information about inclusive education practices and differentiated instruction strategies. It discusses full inclusion and partial inclusion models. It also outlines characteristics of evidence-based inclusive schools like diversity, formal and natural supports, age-appropriate classrooms, access to general curriculum, and schoolwide instructional support. Various co-teaching models and strategies for differentiating content, process, and products are presented.
This document discusses current issues and challenges in education, particularly in light of technological advances and the knowledge economy. It notes that the pace of technological change is accelerating and new skills are required. Key points include the importance of educational entrepreneurship, personalized and measurable education, and developing higher-order thinking skills and soft skills in learners. The role of the teacher is also shifting to focus more on learning facilitation and event management using technology.
The document discusses Singapore's holistic approach to education. It outlines the evolution of Singapore's education system to focus on developing students holistically through a strong curriculum, character development programs, co-curricular activities, and learning support from primary through post-secondary levels. The system aims to nurture students to be confident, self-directed, concerned citizens and active contributors through a total curriculum approach. It provides multiple pathways tailored to students' strengths and needs to help every child achieve their fullest potential.
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
Distance learning is an instruction system that allows for self-study and flexible learning beyond traditional classrooms. It is gaining popularity worldwide as it provides access to education for those who cannot regularly attend in-person classes. Distance learning can be delivered through modules, television, radio, and online methods. While still needing to prove itself, distance learning promises to offer rewarding learning experiences for students through innovative teaching approaches.
The document discusses the importance of inclusivity in curriculum design. It defines inclusivity as not excluding any groups and avoiding exclusionary language. The key points are:
1) Inclusivity in curriculum design is important to promote participation in higher education and equality of opportunity for all learners.
2) Inclusivity faces major challenges in higher education institutions and requires addressing barriers to engagement, admissions, retention, and sense of belonging for diverse students.
3) An inclusive curriculum considers students' diverse learning styles, languages, cultural capital, and identities through varied content, delivery, and assessment methods.
The document provides an overview of Multidisciplinary Team 1 at Chicago Middle School. It discusses the school's demographics, assessment scores, community resources, policies around special education, inclusion of students with disabilities, and recommendations for students with emotional/behavioral disorders or autism. Key points include that the school has high poverty and ELL populations, below average test scores, and the team is focused on promoting inclusion and ensuring access to general education.
“Inclusive education is an investment for the future”Karel Van Isacker
This document provides guidance for inclusive education ambassadors on supporting inclusive practices in mainstream schools. It discusses the purpose of inclusive education and the benefits it provides for all students. The document outlines the key skills and abilities inclusive education ambassadors should have, such as managing diversity and creating inclusive learning communities. It also profiles what an inclusive educator should exemplify, like accepting differences and supporting all students. Overall, the document aims to equip ambassadors with the knowledge and strategies to promote inclusive education practices in mainstream schools.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
The National Curriculum Framework 2005 outlines guidelines for developing school curriculums and teaching practices in India. It aims to shift learning away from rote memorization towards more experiential and holistic methods. Key principles include connecting education to real life, ensuring overall student development, and nurturing democratic values. The framework advocates for child-centered and inquiry-based pedagogies, flexibility to respect diverse backgrounds, and continuous comprehensive assessment over high-stakes testing. It also provides subject-specific recommendations, such as using multilingual approaches in language education and emphasizing conceptual understanding over facts in social sciences.
The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.
The document discusses the importance of schools establishing linkages and networks with various organizations for mutual benefit. It defines linkages as loose relationships that intend to serve both sides' needs, while networks involve stronger commitments between partners pursuing common goals. Schools can form international, national, and local linkages and networks to increase visibility, facilitate knowledge sharing, and access additional resources and funding. Examples provided include partnerships with honor societies, training centers, foundations, government agencies, and media organizations to enhance teachers' skills and better serve students.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The document provides an overview of the National Curriculum Framework 2005 (NCF 2005) in India. It outlines the guiding principles of NCF 2005 which aim to reduce the burden of learning on students and encourage a more holistic learning approach. The summary highlights that NCF 2005 recommends softening boundaries between subjects, implementing a three-language formula in schools, and shifting away from rote learning methods. It also emphasizes the importance of integrating local knowledge, arts, physical activity, and community involvement into the curriculum.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
The document summarizes the Alliance High School model, which is designed to help increase student achievement and graduation rates, especially in low-performing schools. The model takes a comprehensive approach, focusing on creating a culture of high expectations and engagement, providing demanding curriculum and instruction, developing strong leadership and teaching, and using data-driven management. Key elements include establishing small learning communities, implementing college and career readiness programs, developing rigorous academic plans, and providing intensive support from an on-site Alliance Achievement team.
This presentation identifies the features of different learning styles and explores how parents and teachers can harness a child’s learning style to help him/her achieve success.
This document discusses the key principles and recommendations of the National Curriculum Framework (NCF) 2005 regarding language education and teaching at the elementary level. Some of the main points covered include:
- Shifting away from rote learning methods and making education more holistic, learner-centered, and connected to students' lives outside of school.
- Integrating subjects and incorporating local/traditional knowledge. Facilitating active learning, critical thinking, and learner autonomy.
- Emphasizing the development of language skills like listening, speaking, reading and writing in an integrated manner. Adopting a "language-across-the-curriculum" approach.
- Implementing the three language formula and
Educational programs in juvenile corrections face many challenges, including high student mobility and turnover rates among teachers. They must provide individualized education plans tailored to each student's needs and abilities. Providing special education and related services like counseling is difficult due to shortages of qualified professionals. Transition services to help students reintegrate into their communities after release are also lacking. Promising programs incorporate vocational training, technology, and social and cultural education.
This document outlines a proposed ideal school including its mission, goals, practices, curriculum, assessment, instructors, social atmosphere, diversity, technology integration, historical issues, laws/ethics, and students' rights. The mission focuses on developing compassionate and active learners. Goals include academic achievement, critical thinking skills, and marketable workforce skills. The school proposes using research-based practices like the Common Core, technology integration, recognizing at-risk factors, and addressing issues like poverty. Diversity and cultural pluralism are promoted. Students' rights to non-discriminatory education and complaint procedures are defined.
The document outlines the execution timeline and operating assumptions for establishing Community Roots Academy (CRA), a proposed charter school. The timeline details activities from 2010-2011 for gathering support, submitting charter applications, student and teacher recruitment, facility acquisition and renovations, and opening in August 2011. Operating assumptions include that CRA will serve preschool through 8th grade, open with 100-140 students, and be financially supported through state per-pupil funding. The document also provides details on CRA's guiding principles, including values-based and project-based learning, community partnerships, and environmental stewardship.
“Inclusive education is an investment for the future”Karel Van Isacker
This document provides guidance for inclusive education ambassadors on supporting inclusive practices in mainstream schools. It discusses the purpose of inclusive education and the benefits it provides for all students. The document outlines the key skills and abilities inclusive education ambassadors should have, such as managing diversity and creating inclusive learning communities. It also profiles what an inclusive educator should exemplify, like accepting differences and supporting all students. Overall, the document aims to equip ambassadors with the knowledge and strategies to promote inclusive education practices in mainstream schools.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
The National Curriculum Framework 2005 outlines guidelines for developing school curriculums and teaching practices in India. It aims to shift learning away from rote memorization towards more experiential and holistic methods. Key principles include connecting education to real life, ensuring overall student development, and nurturing democratic values. The framework advocates for child-centered and inquiry-based pedagogies, flexibility to respect diverse backgrounds, and continuous comprehensive assessment over high-stakes testing. It also provides subject-specific recommendations, such as using multilingual approaches in language education and emphasizing conceptual understanding over facts in social sciences.
The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.
The document discusses the importance of schools establishing linkages and networks with various organizations for mutual benefit. It defines linkages as loose relationships that intend to serve both sides' needs, while networks involve stronger commitments between partners pursuing common goals. Schools can form international, national, and local linkages and networks to increase visibility, facilitate knowledge sharing, and access additional resources and funding. Examples provided include partnerships with honor societies, training centers, foundations, government agencies, and media organizations to enhance teachers' skills and better serve students.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The document provides an overview of the National Curriculum Framework 2005 (NCF 2005) in India. It outlines the guiding principles of NCF 2005 which aim to reduce the burden of learning on students and encourage a more holistic learning approach. The summary highlights that NCF 2005 recommends softening boundaries between subjects, implementing a three-language formula in schools, and shifting away from rote learning methods. It also emphasizes the importance of integrating local knowledge, arts, physical activity, and community involvement into the curriculum.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
The document summarizes the Alliance High School model, which is designed to help increase student achievement and graduation rates, especially in low-performing schools. The model takes a comprehensive approach, focusing on creating a culture of high expectations and engagement, providing demanding curriculum and instruction, developing strong leadership and teaching, and using data-driven management. Key elements include establishing small learning communities, implementing college and career readiness programs, developing rigorous academic plans, and providing intensive support from an on-site Alliance Achievement team.
This presentation identifies the features of different learning styles and explores how parents and teachers can harness a child’s learning style to help him/her achieve success.
This document discusses the key principles and recommendations of the National Curriculum Framework (NCF) 2005 regarding language education and teaching at the elementary level. Some of the main points covered include:
- Shifting away from rote learning methods and making education more holistic, learner-centered, and connected to students' lives outside of school.
- Integrating subjects and incorporating local/traditional knowledge. Facilitating active learning, critical thinking, and learner autonomy.
- Emphasizing the development of language skills like listening, speaking, reading and writing in an integrated manner. Adopting a "language-across-the-curriculum" approach.
- Implementing the three language formula and
Educational programs in juvenile corrections face many challenges, including high student mobility and turnover rates among teachers. They must provide individualized education plans tailored to each student's needs and abilities. Providing special education and related services like counseling is difficult due to shortages of qualified professionals. Transition services to help students reintegrate into their communities after release are also lacking. Promising programs incorporate vocational training, technology, and social and cultural education.
This document outlines a proposed ideal school including its mission, goals, practices, curriculum, assessment, instructors, social atmosphere, diversity, technology integration, historical issues, laws/ethics, and students' rights. The mission focuses on developing compassionate and active learners. Goals include academic achievement, critical thinking skills, and marketable workforce skills. The school proposes using research-based practices like the Common Core, technology integration, recognizing at-risk factors, and addressing issues like poverty. Diversity and cultural pluralism are promoted. Students' rights to non-discriminatory education and complaint procedures are defined.
The document outlines the execution timeline and operating assumptions for establishing Community Roots Academy (CRA), a proposed charter school. The timeline details activities from 2010-2011 for gathering support, submitting charter applications, student and teacher recruitment, facility acquisition and renovations, and opening in August 2011. Operating assumptions include that CRA will serve preschool through 8th grade, open with 100-140 students, and be financially supported through state per-pupil funding. The document also provides details on CRA's guiding principles, including values-based and project-based learning, community partnerships, and environmental stewardship.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
This document outlines a vision for an excellent rural public school serving grades 1-4 with about 400 students. It describes the ideal certified staff, support staff, student demographics, standardized testing results, and core values of the school. These include committing to life-long learning, community partnership, character development, and academic excellence. The school aims to achieve this through a project-based learning curriculum incorporating technology, diversity, and service learning. Teachers will engage in ongoing professional development to support this approach. The school also aims to promote democratic values and indicate success through student and community engagement.
The document is an assignment submitted by Mr. Boyet B. Aluan for a graduate course on organization and management of institutions. It contains his responses to questions about the mission, values, objectives, and promotion of values at his school, San Roque Elementary School.
In 3 sentences: The document discusses the mission, values, and objectives of San Roque Elementary School based on the graduate student's responses. It identifies promoting excellence, respect, and lifelong learning as key values and proposes defining measurable criteria and providing opportunities for students to practice values as ways to further promote them in the school.
Prime Academy is a proposed new school that aims to provide equitable and quality education for students in Puerto Galera, Philippines. The curriculum is designed to be learner-centered and produce holistic lifelong learners through its goals and objectives. Resources like human resources, materials, and financial support are outlined. Risks and contingencies are considered, and expected student outcomes include developing responsible citizens, critical thinkers, technologically literate individuals, effective communicators, and lifelong learners.
The document discusses challenges facing education in India and proposes solutions to improve learning outcomes for children. It notes that while enrollment is increasing, many children are not achieving optimal learning levels due to factors such as poverty, lack of infrastructure, unmotivated teachers, and student health issues. The team proposes solutions centered around ensuring students are healthy, learning environments are adequate, teaching is child-centered, and communities support education. The goal is to enable all children to learn and meaningfully participate in society.
The document summarizes the key concepts of the Malaysian Smart School, including its philosophy, qualities, components, curriculum, pedagogy, assessment, management, people, technology, processes, and policies. The Smart School aims to prepare students for the information age through a broad, integrated curriculum; varied teaching methods; ongoing assessment; strong leadership; community involvement; and appropriate use of technology.
Elementary- End of Year - 2016-17 School Improvement Plan Updates Franklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
Public School Curriculum What's Being Taught and Why It MattersCSSGI
The Lay of learning structure in this context is provided by the public school system and the education curriculum. It explains what is taught in classes from the class K, through twelfth grade, and what subject, topic, and skills are of it. But who is the teacher or principal, the data behind them, which enters a public-school curriculum? And in what capacity does it serve?
This document discusses inclusion in education. It defines inclusion, equity, and diversity as values held by organizations to support all groups. It emphasizes that education is critical for achieving social justice and equality. The document outlines groups that experience disadvantages like gender, socio-cultural identities, disabilities, and economic conditions. It discusses the importance of recognizing each student's unique capabilities. Barriers to inclusion are discussed like poverty, bias, and lack of access to resources. The consequences are issues like urban poverty, child labor. The document recommends ways to promote inclusion through the physical school environment, curriculum, textbooks, pedagogy, and assessment of inclusion. Teachers are encouraged to address discrimination and ensure all students feel a sense of belonging.
The document discusses expectations from CBSE schools regarding implementing the National Education Policy 2020. It outlines that schools need to prepare students for rapid change and unknown future jobs/technologies. Schools should focus on developing students' understanding of different perspectives, respect for others, and responsibility towards sustainability.
The key points discussed are:
- Schools should focus on planning, access and retention, following frameworks, and providing resources.
- Teachers need training in various pedagogies, subjects, identifying student potential, and engaging parents. All teachers must be qualified.
- Student learning should be assessed not to judge but help students, and track their progress.
Promote Social Change for Academically Diverse LearnersElizabeth Morgan
This document discusses teaching diverse learners. It emphasizes using various teaching styles and assessments to understand students' strengths and interests. Teachers should adapt materials to students' individual needs, appreciate diversity, and plan engaging lessons that connect to students' lives. Effective instruction for English language learners develops oral language through meaningful discussions and connects native language words to English. Academic language development requires scaffolding and using concept maps to build understanding of key terms and concepts. Collaboration in literacy teams can improve reading achievement through regular data analysis, instructional planning, and reflection.
1. The document outlines the vision and priorities for an assistant head at Newminster Middle School, focusing on curriculum development, teaching and learning, assessment, enrichment, and directed learning experiences (DLE).
2. Key goals include developing a school community centered around excellence in learning, reviewing curriculum maps, celebrating student work, using technology to reinforce learning, ensuring high expectations and progress for all students.
3. The assistant head will also focus on improving assessment practices, providing enrichment opportunities across subjects, and reviewing the school's DLE program to enhance impact and recognize student achievements.
This document discusses best practices in education. It introduces the State Education Resource Center (SERC) which researches, compiles, and promotes effective practices to improve educational opportunities for all students. SERC has identified nine standards found in high-performing schools that improve student performance, including clear focus, high standards, strong leadership, supportive learning environments, parent/community involvement, monitoring and assessment, aligned curriculum and instruction, professional development, and flexible time and structure. The document provides details on each of the nine standards and defines best practices as those supported by research evidence and proven successful in different settings.
- Whole-school approaches that involve the entire school community, including students, staff, parents, and local groups, are most effective for bullying prevention. Developing a positive school culture and climate can reduce bullying and build student confidence.
- Aligning bullying prevention with the New Zealand curriculum, such as through health education, technology education, and relationship-focused competencies, helps bullying prevention have maximum impact.
- Effective bullying prevention requires ongoing commitment through a long-term, whole-school approach with staff training and fostering positive relationships throughout the school community. Schools should promote safe reporting of bullying and address both the needs of students who are bullied and those who bully others.
This document outlines teaching standards for North Carolina and the International Society for Technology in Education (ISTE). It summarizes 6 standards for NC teaching which focus on teacher leadership, respectful environments, content knowledge, student facilitation, reflection, and academic success. It also lists 5 ISTE standards for technology integration which emphasize student learning and creativity, digital learning design, modeling digital work, digital citizenship, and professional growth.
This document discusses several different curriculum approaches: outcome-based education (OBE), core curriculum, whole language, character education, multiculturalism, tech-prep, and Paideia. It provides definitions and discussions of each approach. For OBE, it focuses on producing lasting student outcomes and involving students in challenging tasks like projects. For core curriculum, it notes a predetermined set of skills are taught to all students. Whole language emphasizes meaning over sounds and an integrated approach. Character education develops moral values and decision making. Multiculturalism teaches about different ethnic groups and achieving literacy in multiple languages. Tech-prep is a 4-year program linking high school to career-focused associates degrees.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
1. The Ideal School
As envisioned by Jean Bowman, Amanda Nutt, and
Margaret Pruden
2. Mission Statement
• Our mission is to develop positive members
of society with active and creative minds,
a sense of understanding and compassion
for others, and the courage to act on their
beliefs. We stress the total development of
each child: spiritual, moral, intellectual,
social, emotional, and physical.
3. Goals and Practices
• Students will graduate from our school system prepared to enter the workforce with
marketable skills and/or ready for the rigor of higher education.
• All students will show improvement annually in academic achievement in core subjects as
evidenced by national, state, and local assessments. Additionally, students will leave our
schools being able to think critically, solve problems, analyze information, communicate
effectively with others, and collaborate. They will be adaptable and utilize their curiosity
and imagination.
• Our School System will employ highly qualified administrators and teachers. Staff
development for professional employees will be based on current educational research
and best practices for the purpose of continually improving curriculum and instruction.
• All students and employees will be afforded a safe and attractive learning environment
that promotes healthy behaviors and positive relationships for work and study.
• A safe and orderly transportation system will be provided for students.
• A master plan will be established for the maintenance and updating of school facilities,
including long-range planning for renovation, replacement, and/or building of additional
facilities. The School Board recognizes that the schools were built by the community and
encourages individuals and groups to access and use the facilities and grounds.
• Technology will be integrated into all facets of the school division’s operating system as
well as the delivery of instruction. All students will exit our schools with appropriate 21st
century technology skills, which will enable them to compete in a global society.
• The School Board and all schools will communicate effectively and openly with parents
and the community about the needs, accomplishments, and challenges facing the school
division. Every effort will be made to reach out to community members, businesses, and
industries to involve them in our schools and to develop partnerships to benefit our
students.
4. Designed to Inspire
• Campus design will incorporate environmentally friendly materials and energy sources
as well as providing flexible use of space and natural light. Herget Middle School in
Aurora, Illinois is an example of a well-crafted design.
• Retrieved from: http://www.designshare.com/index.php/projects/herget-middle/intro
5. Curriculum
• The school system will use Common Core State Standard. The
Common Core Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects (“the
standards”) are the culmination of an extended, broad based
effort to fulfill the charge issued by the states to create the
next generation of K-12 standards in order to help ensure that
all students are college and career ready in literacy no later
than the end of high school.
What makes this curriculum relevant
• The Standards set requirements not only for English
language arts (ELA) but also for literacy in history/social
studies, science, and technical subjects. Just as students
must learn to read, write, speak, listen, and use language
effectively in a variety of content areas, so too must the
Standards specify the literacy skills and understandings
required for college and career readiness in multiple
disciplines. Literacy standards for grade 6 and above are
predicated on teachers of ELA, history/social studies,
science, and technical subjects using their content area
expertise to help students meet the particular challenges
of reading, writing, speaking, listening, and language in
their respective fields.
6. Assessment
• In accordance with
the Virginia
Department of
Education’s
requirements for
public schools, the
Virginia Standards of
Learning assessments
will be administered
annually. In addition
to the SOLs, each
student will build
digital portfolios with
artifacts
demonstrating their
understanding of
each subject.
Image retrieved from: http://sophiehorncastle.myefolio.com/Home
Image retrieved from:http://thepluggedinportable.edublogs.org/files/2011/11/2-1hiam4x.jpg
7. Effective Instructors
The Hiring Process
Characteristics Interview Questions
Creative approach to Tell me about an activity or lesson you designed that you felt was
instruction particularly original and engaging.
Interpersonal & Without sharing identities, please, can you describe an educator
communication skills or co-worker with a personality trait you disliked? How did you
approach the situation?
Proficiency with How would you describe your relationship with technology in the
technology or classroom? Can you give me some examples?
willingness to learn
Professional Would you care to elaborate on the professional qualifications
qualifications listed on your resume? Do you have any other life experience that
you feel has prepared you for this position?
Classroom How would you establish order in your classroom on the first day?
Management How would you deal with a child who failed to turn in
assignments?
8. Effective Instructors
Maintaining Quality
• Mentors for new teachers
All first-year teachers will be provided with a peer
mentor to ease their transition into their new career.
• Peer collaboration
A district-wide system will be established to support
peer collaboration. Teachers will be encouraged to
share classroom management strategies, files, rubrics,
lesson plans, and presentations in a central database.
• Classroom Management
Teachers’ efforts to shape behavior with positive
reinforcement will be supported through school-wide
positive behavior incentives.
9. Social Atmosphere
Recognizing Risk Factors
• All teachers will be required to participate in annual training to identify
students at risk.
http://www.dss.virginia.gov/family/cps/mandated_reporters/cws5691/index.html
• Guidance counselors will also meet with students throughout the school year
to identity risk factors.
• Teachers and counselors will be working together to identify any students who
have one of the 6 major risk factors:
The student is not living with two parents
The head of household did not complete high school
The family is below the poverty line
Parents or guardians do not have consistent full-time employment
The family receives welfare
The student does not have health insurance
10. Addressing Issues
New American family patterns
• before and after school programs will be available to accommodate students whose
parents need to be at work
• coordinated school health initiative
Poverty
• teachers will use real life examples whenever possible to show students the value of
education
• schools will provide free/reduced breakfast and lunch to students in need
Teenage parenting
• sex ed will include all manners of contraception as well as abstinence
• sex ed will be included as a non-graded element of curriculum by a trained instructor,
parents will have the option to opt their child out of program
• schools will help teenage parents arrange childcare so that the parent can remain in
school
Abused and neglected children
• teachers will participate in training in recognizing children at risk
• teachers will provide a stable and safe school environment that includes praise, concrete
rewards, and constructive classroom control to help meet the needs of these children
Alcohol and drug abuse
• schools will hold annual anti-drug/alcohol abuse programs (age-appropriate)
• conversations in class with students on the subject are encouraged
Adolescent suicide
• teacher training will help identify at risk students
• Zero-tolerance policy for bullying
11. Welcoming Diversity
We promote cultural pluralism, which calls for an understanding and
appreciation of the cultural differences and languages among all
students. The goal is to create a sense of community's wholeness
based on the unique strengths of each of its parts. Cultural pluralism
rejects both assimilation and separatism, a philosophy that suggests
each cultural group should maintain its own identity without trying to
fit into an overall American culture. Instead, it seeks a healthy
interaction among the diverse groups in our school
system/community that is, each subculture maintains its own
individuality while contributing to the community as a whole.
Image retrieved from: http://www.swarthmore.edu/student-life/multicultural-affairs.xml
12. Diversity in Action
• Programs
Families for Students, which is a program which promotes family
involvement and explicitly focuses on engaging families who reflect the
full diversity of the student population. Families and students can share
with other members of the group about their culture.
• Affirmation
Within the school system, students and faculty will be encouraged to
share about their own culture and develop an understanding and
appreciation of other cultures.
• Attracting diversity
Our school system encourages
understanding and appreciation of
cultural difference and languages
among all of the students.
Photo retrieved from: http://www.nccu.edu/academics/sc/liberalarts/globalstudies/
13. Integrating Technology
The use of technology is a key skill in the 21st century. All students need
to become adept at finding and analyzing information in the digital world and
expressing their ideas in a variety of digital formats. Our school will promote that
goal by placing interactive whiteboards and iPads in every classroom and
issuing a mobile device for educational use to every student in grades five
through twelve. Teachers will work with technology staff to develop and
implement lessons that address the Core Content using
technology tools that foster critical thinking skills.
Students will demonstrate their technology fluency
with a digital portfolio, which will also serve as part
of the students’ summative assessment for the
Core Content. Teachers will need to
maintain a high level of digital fluency
through ongoing professional
development to support students’
progress.
Image retrieved from: http://www.mtlsd.org/mellon/teams/ironbrigade/images/bloom%20pyramid.jpg
14. Managing Technology
Within the School Across the District
• One technology resource teacher (TRT) • Monthly TRT meetings with notes
and assistant per building at the available to instructional staff
elementary level • Input from staff to be considered at
• Two TRT’s for each secondary building meetings
with assistant staff based on student • Foster a strong partnership between
population technology and instructional staff
• Library media specialist to coordinate • Reward innovative instruction and
with TRT’s and function as a technology collaboration as an incentive
team
• Assistive technology support will be provided as needed by specialists assigned to
geographical clusters of buildings.
Further Considerations
• All students and their guardians will sign a deposit agreement at the beginning of the year to
defray cost of loss, theft, or damage to mobile technology devices. Deposit fees may be
adjusted on a sliding scale according to financial need.
• All students will use school devices while in the building, not personal devices.
• Texting feature will be turned off on school devices.
• Apps may only be downloaded with the permission of staff.
• Internet searching will be strictly limited by filters.
• Students and staff will sign a binding acceptable use policy.
15. Historical Issues and Controversies
Local controls vs. National standards
The State will have legal responsibility for the school system
• State legislature is elected by residents
• Local school board shall meet with the State Board of Education to discuss how new
policies will effect the school system
School board is responsible for policy and administration decisions
• School board will be elected to set terms by residents, they must have children in the
school system and will be from different school zones within the school system
• School board will be responsible for approving policies, budgets, school administrations
• A school superintendent will be appointed by the school board, the superintendent will
keep the school board informed on school issues, hiring school principals, drafting
school budgets
School principals are responsible for their schools
• Principals will be hired by superintendent and approved by school board
• Principals will hire teachers for their own schools
• Principals will ensure that all teachers have proper training through out the year in order
to provide the best education to students
Teachers are responsible for education of the students
• Teachers will be hired by the school principal
• Teachers will be responsible for education students to the standards set by the school
board
16. Historical Issues and Controversies
Comprehensive education
• Students with identified special needs shall have the curriculum adapted to their needs
Secular vs. Religious education
• Religion will not be a mandatory in the curriculum or at school events
• Students will be allowed to hold and participate in religious clubs in the schools
• Religious topic and materials may be used by teachers when used for the purpose of
understanding different cultures, historical significances, and literary themes
• Textbooks shall present all religions equally for educational purposes
Funding
• Federal funding- grants
• State funding- state lotteries and a portion of sales taxes
• County funding- a portion of personal property taxes
• School fund raisers- must be approved by school board, will be used for “extras”
What is BASIC?
• All schools will be equipped with at least one computer lab & laptop carts
• Classrooms will also have computers for students use, an interactive whiteboard & iPad
• Science classrooms will have all equipment necessary for the science curriculum
• Physical education classes will have all equipment necessary for the curriculum
• Extra equipment desired by individual schools will be paid for out of that schools budget
or by fund raisers
17. Laws and Ethics
• Promoting Legal Awareness • Adhering to Ethical
The school system will hire teachers Standards
that are well versed in educational Teachers and other members of the
law, and strongly encourage all school system will be required to sign
teachers to take a course in Special an "Acceptable Computer Use"
Education law, in order to ensure that agreement and "Drug-Free Workplace"
all teachers understand the agreement. Teachers will be required
importance of following students' IEPs to complete the online Child-Abuse
and understand student LRE and Neglect courses. Teachers'
placement. contracts will outline what are
considered to be professional
standards in addition to the rest of their
annual contract.
• Church and State
Since many major holidays are religious holidays, it is unreasonable to say we are
celebrating these holidays. However, holiday programs can serve an educational purpose,
recognizing diversity without making students feel excluded or identified with a religion not
their own. Holiday concerts, for example, may appropriately include religious music related
to Christmas, Hanukkah or other holidays that fall in December, but sacred music should not
dominate the program. The school auditorium is not to be used as the local church.
18. Students’ Rights and Responsibilities
• Equal educational opportunities shall be available for all students, without regard to race, national
origin, gender, ethnicity, religion, disability or marital or parental status. Educational programs shall be
designed to meet the varying needs of all students. No student, on the basis of gender, shall be denied
equal access to programs, activities, services, or benefits or be limited in the exercise right, privilege,
advantage or denied equal access to educational and extracurricular programs and activities.
• Any student who believes he or she has been the victim of prohibited discrimination should report the
alleged discrimination as soon as possible to one of the compliance officers at the student’s designated
school. The alleged discrimination should be reported as soon as possible, and the report generally
should be made within fifteen (15) school days of the occurrence. Further, any student who has
knowledge of conduct which may constitute prohibited discrimination should report such conduct to
one of the compliance officers. Any employee who has knowledge of conduct which may constitute
prohibited discrimination immediately shall report such conduct to one of the compliance officers. Upon
receipt of a report of alleged prohibited discrimination, the compliance officer shall immediately
authorize or undertake an investigation. The investigation may be conducted by school personnel or a
third party designated by the school division. The investigation shall be completed as soon as practical,
which should generally be no later than 14 calendar days after receipt of the report by the compliance
officer. Within 3 school days of receiving the complaint, the Compliance Officer shall send written
notice that the complaint has been received to the complainant and the person or persons allegedly
responsible for the discrimination.
• Also upon receiving the complaint, the Compliance Officer shall determine whether interim measures
should be taken pending the outcome of the investigation. If the Compliance Officer determines that
more than 15 school days will be required to investigate the complaint, he or she will notify the
complainant and the persons allegedly responsible for the discrimination of the reasons for the
extended investigation and of the date by which the investigation is projected to be concluded. The
investigation may consist of personal interviews with the complainant, the persons allegedly responsible
for the discrimination, and any others who may have knowledge of the alleged discrimination or the
circumstances giving rise to the complaint. The investigation may also include the inspection of any
documents or information deemed relevant by the investigator. The School Division shall take necessary
steps to protect the complainant and others pending the completion of the investigation.
19. Students’ Rights and Responsibilities
• The Compliance Officer shall issue a written report to the Superintendent upon completion of
the investigation. If the complaint involves the Superintendent, then the report shall be sent to
the School Board. The report shall include a determination of whether the allegations are
substantiated, whether this policy was violated, and recommendations for corrective action, if
any. The Compliance Officer’s written report, and all written notices sent pursuant to this policy
shall be maintained and distributed in accordance with the Family Educational Rights and
Privacy Act.
• Within 10 school days of receiving the Compliance Officer’s report, the Superintendent or
designee shall issue a decision regarding: (1) whether this policy was violated and, if so (2) what
action, if any, will be taken. This decision must be provided in writing to the complainant. If the
Superintendent determines that discrimination occurred, the School Division shall take prompt,
appropriate action to address and remedy the harm and prevent any recurrence. Such action
may include discipline up to and including recommending that a student be expelled or that an
employee be discharged.
• If the Superintendent or designee determines that no discrimination occurred, the complainant
may appeal this determination to the School Board within 5 calendar days of receiving the
decision. Notice of appeal must be filed with the Superintendent, who shall forward the
Compliance Officer’s report and any documentation or information deemed relevant by the
Compliance Officer during the course of the investigation to the School Board. The School
Board shall make a decision within 30 calendar days of receiving the record. The School Board
may require oral or written argument from the complainant, the Superintendent, and any other
individual it deems appropriate. An extension of the 30 calendar day limit may occur if
necessary as determined by the School Board Chair. If the Superintendent or designee
determines that discrimination occurred and discipline is imposed, the disciplined person (i.e.
student or employee) may appeal the disciplinary sanction in accordance with existing School
Board policies and regulations.
20. Student Dress
• Student Dress - A student’s dress and appearance shall not be such that it causes
disruption, distracts others from the educational process or creates a health or safety
problem. All students are expected to dress appropriately. Apparel worn to school should
be neat and clean. Items of clothing with language that is vulgar, obscene, or
discriminating, or that promotes or depicts weapons, drugs, alcohol, tobacco, drug
paraphernalia, themes of violence, or gang symbols are prohibited. Examples of
unacceptable dress include: a. "See through" shirts, spaghetti-strap tank tops, or muscle
shirts. These may only be worn with an additional shirt of a different type underneath or
over.
• b. Hats, head covers (except for religious purposes), headbands, and sunglasses are not
to be worn in a school building.
• c. Clothing that exposes undergarments, the midriff, chest, back, or buttocks is
inappropriate for school and is not permitted.
• d. Pajamas and other sleepwear.
• e. Absence of shoes or appropriate footwear.
• f. Clothing with inappropriate slogans, sexual innuendo, themes of violence, or negative
gestures, especially as they relate to alcohol, drugs, illegal substances, or tobacco
products may not be worn.
• g. Any student’s dress that is determined by school administration to be disruptive to the
learning environment is not acceptable.
• h. Pants worn below the normal waistline and/or at a length that may cause walking on
the hem of the garment.
21. Governance and Finance
Leadership
Direction will be provided by an elected board of supervisors with a
system that incorporates input from parents, staff and community
members in the decision process. A key goal of leadership is to include
interested parties in decisions so that they have the opportunity to act
rather than react.
Funding
• Federal funding - grants, e.g.,
Grant Wrangler http://www.grantwrangler.com/default.html
NEA http://www.neafoundation.org/pages/educators/grant-programs/
• State funding - state lotteries and a portion of sales taxes
• County funding - a portion of personal property taxes
• School fund raisers - must be approved by administration, will be
used for “extras”
• Anticipated per-pupil spending for the 2012-13 academic year:
$12,000.
22. Education Reforms
School Board
• Members of the school board shall be parents of student and/or hold a current teaching license in the
state
• Those involved in policy making for schools should have a firm grasp on how the schools will be affected
by the policy
Accountability
• Teachers will be held accountable using a variety of methods; Principal observation, feedback of fellow
teachers, student/parent feedback, & test results.
• A variety of methods will be used to determine teachers’ effectiveness to ensure that “good” teachers
are retained (e.g. A weaker teacher may appear to be more effective due to uneven student
demographics. Correspondingly an effective teacher in a disadvantaged area may have students who
make significant gains, yet fail to meet minimum requirements.)
Testing
• Tests and curriculum will be made to work together. A panel of current teachers will meet annually to
evaluate tests and curriculum.
• Standardized testing will be used as one measure of student learning and teacher effectiveness.
• Tests will be given at the end of the school year as a final exam (to avoid cramming all learning into 8
months of school and not doing any work during the last month)
• A panel of current teachers will meet each year to ensure tests and curriculum.
Authentic Assessment
• Student portfolios will also be used to measure student learning and teacher effectiveness.
• Assessors will be current classroom teachers, paid out of the budget.
• A standardized rubric will be used to evaluate portfolios.