Instructional Leadership - PQP2
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Defining Instruction Leadership in PQP2 course. A look at resources and key concepts associated with instructional leadership.
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Instructional leadership
Instructional leadership focuses on improving teaching and learning, while administrative leadership deals more with managerial tasks. Principals wear many hats and must balance these roles. However, principals often spend little time on instructional leadership due to other duties and a lack of training in this area. Good instructional leadership involves setting goals, monitoring lessons, allocating resources to support instruction, and understanding the classroom perspective. It transforms a school by articulating a vision, being supportive and empowering, and promoting change to benefit students. The characteristics of good instructional leadership include knowledge of change management, confidence, communication skills, and enthusiasm for bringing stakeholders together to improve outcomes.
Instructional leadership 05.26.12
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
The Instructional leader: TOwards School Improvement
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
My research proposal
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
work of leadership by Tony bush Tony bush work
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
supervision and instruction
1. New teachers experience difficulties during their first few years and require supervision and support to develop their skills.
2. Research shows that new teachers encounter the most problems in their first year, with issues gradually decreasing in the following years except for professional relationships. Common problems include classroom management, instructional skills, and subject mastery.
3. To succeed, new teachers need reasonable supervisory support to overcome challenges. With encouragement, they can develop into competent educators. However, inadequate supervision and difficult working conditions can hinder their growth.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
What Is Instructional Leadership and Why Is It So Important?
Reading First. What Is Instructional Leadership and Why is it so Important? 2005. pp. 1-8. http://www.sedl.org/pubs/reading100/RF-NB-2005-Spring.pdf
Recommended
Instructional leadership
Instructional leadership focuses on improving teaching and learning, while administrative leadership deals more with managerial tasks. Principals wear many hats and must balance these roles. However, principals often spend little time on instructional leadership due to other duties and a lack of training in this area. Good instructional leadership involves setting goals, monitoring lessons, allocating resources to support instruction, and understanding the classroom perspective. It transforms a school by articulating a vision, being supportive and empowering, and promoting change to benefit students. The characteristics of good instructional leadership include knowledge of change management, confidence, communication skills, and enthusiasm for bringing stakeholders together to improve outcomes.
Instructional leadership 05.26.12
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
The Instructional leader: TOwards School Improvement
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
My research proposal
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
work of leadership by Tony bush Tony bush work
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
supervision and instruction
1. New teachers experience difficulties during their first few years and require supervision and support to develop their skills.
2. Research shows that new teachers encounter the most problems in their first year, with issues gradually decreasing in the following years except for professional relationships. Common problems include classroom management, instructional skills, and subject mastery.
3. To succeed, new teachers need reasonable supervisory support to overcome challenges. With encouragement, they can develop into competent educators. However, inadequate supervision and difficult working conditions can hinder their growth.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
What Is Instructional Leadership and Why Is It So Important?
Reading First. What Is Instructional Leadership and Why is it so Important? 2005. pp. 1-8. http://www.sedl.org/pubs/reading100/RF-NB-2005-Spring.pdf
Need for research in Educational Management
This document discusses the need for research in educational management. It notes that there is a gap between theoretical research and practical application in the field of educational leadership and management. Several areas of educational management that could benefit from further research are identified, including administering adult education programs, curriculum renewal, policy analysis and evaluation, and quality improvement. The document concludes that researchers have a responsibility to encourage rigorous research programs that can help address issues in educational leadership and management and inform policy and practice.
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-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
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1. Definition & Introduction
Strategic Management
Strategic Educational Management and
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Basic competences of Educational Mgmt.
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Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
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8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Models of educational management
The document discusses 6 major models of educational management: formal, collegial, political, subjective, ambiguity, and cultural. Each model has distinct features and assumptions about how organizations function. For example, the formal model views organizations as hierarchical systems pursuing rational goals, while the collegial model emphasizes shared power and consensus decision-making. The cultural model focuses on the shared values, beliefs, and symbols that comprise an organizational culture. Overall, the models provide different lenses for understanding leadership and management in educational institutions, though no single model can fully capture the complexity of these organizations.
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This presentation discusses instructional leadership. It defines teacher leaders as anyone who wants to directly impact their school, teachers, and students, such as instructional coaches, department leaders, and professional learning community facilitators. The goals of teacher leadership are to improve teaching and learning, allow teachers to act as change agents, and provide high-quality training to develop effective leaders. Key skills for instructional leaders are the ability to influence others, set goals, and collaborate. Reflection and understanding change are also important skills.
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This document discusses trends, issues, and concerns in school administration and supervision in the Philippines. It identifies five key trends: 1) expansion of educational opportunities and services which will test administrators, 2) greater emphasis on educational planning to establish goals and priorities, 3) increasing democratization of school administration to be more inclusive, 4) greater reliance on research and scientific inquiry to solve educational problems, and 5) increased use of Philippine-oriented instructional materials to promote nationalism. Educational planning principles highlighted include linking education to national development goals and establishing long-term, cost-effective plans.
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This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
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The document outlines indicators of instructional leadership in a school including that the school's mission and vision are clearly stated, the curriculum is aligned with goals, and a monitoring plan is established and implemented to regularly observe teachers and address development needs while making data-based decisions and promoting student achievement, learning, and partnerships with parents.
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This document discusses educational leadership and management. It defines educational management as the field concerned with operating educational organizations, based on sociology, political science, economics, and general management. Management is differentiated from educational leadership, which involves policy formulation and organizational transformation. Successful management requires clear links between aims, strategy, and operational management. The document also discusses instructional leadership, which focuses leadership influence on student learning through teachers. It involves defining the school mission, managing instructional programs, and promoting school climate.
Administration and Supervision in Education
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Models of Supervision
This document discusses different models of supervision in education. It defines supervision as activities done by school personnel to maintain or improve instructional goals. Three definitions are provided that emphasize administration, instruction, and leadership. Clinical supervision and peer supervision models are then described in detail. Clinical supervision aims to improve instruction through a cyclical process of planning, observation, analysis, feedback, and reflection. Peer supervision involves teachers working together for mutual professional development as colleagues at the same level, to reduce isolation and encourage risk-taking. The key aspects of starting a successful peer supervision program are discussed.
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-Management defined
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-Educational management v. Educational Leadership + The Paradox
Theories of Educational Management
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
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This document provides an introduction to the course EDA 811: Concept and Theories of Educational Administration and Planning offered by the National Open University of Nigeria. The course is a core 2-credit course for students pursuing a M.Ed in Administration and Planning. The course aims to expose students to key concepts and theories in educational administration and planning to help them better perform administrative roles in educational settings. The 19 units will cover topics such as the nature of administration, organizational principles and theories, decision making, school administration, educational planning approaches, and the administration of education in Nigeria. Upon completing the course, students should have an understanding of important concepts and theories and be able to apply them to practice administrative tasks and roles in education.
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This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
Center of excellence for teacher education
1) The document discusses the establishment of Centers of Excellence for Teacher Education through Republic Act No. 7784 to strengthen teacher education in the Philippines.
2) The act aims to provide quality education by strengthening teacher training nationwide through these Centers of Excellence.
3) The Centers of Excellence will serve as models for teacher education, conducting research, providing resources and professional assistance to other teacher education institutions.
Walk through supervision.assingment
This document provides an overview of the "walk-through" model of classroom supervision. It defines key terms, describes the purposes and essential elements of walk-throughs, and outlines the typical steps to conduct one. Walk-throughs involve brief classroom observations by administrators and others to gather formative data on teaching practices and student learning, and provide feedback to teachers to support improvement. The document also reviews some current walk-through models and their distinguishing features.
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Alignment rubric
This document provides an alignment rubric to evaluate instruction for special education students. It includes dimensions for alignment with state standards, use of grade-level materials, instructional methodology, documentation of student progress, and generalization of skills. Each dimension is rated on a scale from "not evident" to "exceptional" based on criteria such as active student participation, adaptation to student needs, application of skills, and consideration of individualization. The rubric provides a framework for teachers to design, implement, and assess standards-aligned instruction for students with disabilities.
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This document discusses the need for research in educational management. It notes that there is a gap between theoretical research and practical application in the field of educational leadership and management. Several areas of educational management that could benefit from further research are identified, including administering adult education programs, curriculum renewal, policy analysis and evaluation, and quality improvement. The document concludes that researchers have a responsibility to encourage rigorous research programs that can help address issues in educational leadership and management and inform policy and practice.
Strategic Management in Education
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Models of educational management
The document discusses 6 major models of educational management: formal, collegial, political, subjective, ambiguity, and cultural. Each model has distinct features and assumptions about how organizations function. For example, the formal model views organizations as hierarchical systems pursuing rational goals, while the collegial model emphasizes shared power and consensus decision-making. The cultural model focuses on the shared values, beliefs, and symbols that comprise an organizational culture. Overall, the models provide different lenses for understanding leadership and management in educational institutions, though no single model can fully capture the complexity of these organizations.
Instructional leadership
This presentation discusses instructional leadership. It defines teacher leaders as anyone who wants to directly impact their school, teachers, and students, such as instructional coaches, department leaders, and professional learning community facilitators. The goals of teacher leadership are to improve teaching and learning, allow teachers to act as change agents, and provide high-quality training to develop effective leaders. Key skills for instructional leaders are the ability to influence others, set goals, and collaborate. Reflection and understanding change are also important skills.
Trends, issues & concerns in school administration & supervision
This document discusses trends, issues, and concerns in school administration and supervision in the Philippines. It identifies five key trends: 1) expansion of educational opportunities and services which will test administrators, 2) greater emphasis on educational planning to establish goals and priorities, 3) increasing democratization of school administration to be more inclusive, 4) greater reliance on research and scientific inquiry to solve educational problems, and 5) increased use of Philippine-oriented instructional materials to promote nationalism. Educational planning principles highlighted include linking education to national development goals and establishing long-term, cost-effective plans.
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This document outlines the Basic Education Research Agenda for 2016-2022 put forth by the Department of Education in the Philippines. The agenda is meant to guide research conducted by DepEd researchers and external partners. It identifies 4 main themes of research: (1) Teaching and Learning, (2) Child Protection, (3) Human Resource Development, and (4) Governance. Under each theme, it lists priority questions for research that will help DepEd evaluate and improve its policies, programs, and overall delivery of basic education. The overarching goal of the research agenda is to ensure DepEd's actions are informed by evidence to better achieve its mission of providing all Filipinos with quality, equitable education.
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This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
Indicators of instructional leadership
The document outlines indicators of instructional leadership in a school including that the school's mission and vision are clearly stated, the curriculum is aligned with goals, and a monitoring plan is established and implemented to regularly observe teachers and address development needs while making data-based decisions and promoting student achievement, learning, and partnerships with parents.
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Administration and Supervision in Education
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Models of Supervision
This document discusses different models of supervision in education. It defines supervision as activities done by school personnel to maintain or improve instructional goals. Three definitions are provided that emphasize administration, instruction, and leadership. Clinical supervision and peer supervision models are then described in detail. Clinical supervision aims to improve instruction through a cyclical process of planning, observation, analysis, feedback, and reflection. Peer supervision involves teachers working together for mutual professional development as colleagues at the same level, to reduce isolation and encourage risk-taking. The key aspects of starting a successful peer supervision program are discussed.
Educational Leadership - The Importance of Leadership and Management to Educa...
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-Education defined
-Management defined
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-Leadership defined
-Educational leadership
-Educational management v. Educational Leadership + The Paradox
Theories of Educational Management
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
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The document outlines Pittsburgh Public Schools' vision and strategic plan to empower effective teachers and increase college readiness among students. The plan has three strategic priorities: 1) Increase the number of highly effective teachers, 2) Increase exposure of high-needs students to highly effective teachers, and 3) Ensure teachers and students work in learning environments that promote college readiness. Key elements of the plan include improved teacher recruitment, a differentiated career ladder for teachers, and changes to the teacher evaluation and tenure systems to increase accountability and reward effectiveness. The goal is to increase the percentage of students completing post-secondary education to over 80% within five years.
Concepts and theories of educational admin and planning
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This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
Center of excellence for teacher education
1) The document discusses the establishment of Centers of Excellence for Teacher Education through Republic Act No. 7784 to strengthen teacher education in the Philippines.
2) The act aims to provide quality education by strengthening teacher training nationwide through these Centers of Excellence.
3) The Centers of Excellence will serve as models for teacher education, conducting research, providing resources and professional assistance to other teacher education institutions.
Walk through supervision.assingment
This document provides an overview of the "walk-through" model of classroom supervision. It defines key terms, describes the purposes and essential elements of walk-throughs, and outlines the typical steps to conduct one. Walk-throughs involve brief classroom observations by administrators and others to gather formative data on teaching practices and student learning, and provide feedback to teachers to support improvement. The document also reviews some current walk-through models and their distinguishing features.
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The document discusses various leadership processes such as planning, information and communication, time management, delegation, and management styles. It provides descriptions and examples of different leadership models including the Leadership Process Model and frameworks for planning. The goal is to help readers understand effective leadership processes and how to apply them.
Overview Kepimpinan Instruksional
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2. In an activity, participants observed role plays of LAC sessions and provided feedback. Key facilitation skills identified included ensuring materials were ready, modeling behaviors, and focusing on both content and group process.
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There are various methods of teaching, and educators often employ a combination of these methods based on the subject matter, learning goals, and student needs. Here are some commonly used teaching methods:
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Discussion: This method encourages student participation and promotes critical thinking. Teachers facilitate discussions by asking open-ended questions, encouraging students to share their thoughts and ideas, and facilitating debates on specific topics. It promotes collaboration and helps students develop their communication skills.
Cooperative learning: In this approach, students work together in small groups to achieve shared learning goals. They actively engage in problem-solving activities, discussions, and projects, with each member contributing their skills and knowledge. Cooperative learning fosters teamwork, communication, and interpersonal skills.
Inquiry-based learning: This method focuses on encouraging students to ask questions, investigate, and discover knowledge on their own. Teachers provide guidance and support as students explore topics, conduct experiments, and find answers. It promotes curiosity, critical thinking, and problem-solving abilities.
Problem-based learning (PBL): PBL involves presenting students with real-world problems or scenarios that require critical thinking and problem-solving skills. Students work individually or in groups to identify solutions, conduct research, and apply their knowledge in a practical context. PBL enhances critical thinking, collaboration, and application of knowledge.
Project-based learning (PBL): Similar to PBL, this method involves students working on extended projects that require them to delve deeply into a subject, explore various aspects, and create a final product or presentation. It encourages self-directed learning, research skills, and application of knowledge.
Experiential learning: This approach emphasizes learning through hands-on experiences. It may include field trips, simulations, role-playing, and practical activities that allow students to directly engage with the subject matter. Experiential learning promotes active participation, reflection, and the application of knowledge in real-world contexts.
Technology-based learning: With the integration of technology in education, teachers can use various tools such as educational software, multimedia resources, online platforms, and interactive simulations to enhance instruction. Technology-based learning can engage students and provide opportunities for personalized learning experiences.
It's important for teachers to be flexible and adaptable in their approach.
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This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development related to applying these strategies in their classrooms."
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Chapter 9 part a
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method of teaching
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Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
Companion Materials Looking Through the Lens of Rubrics
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Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Block 1 task 1.1 step 3
Teaching, learning, and assessment must be aligned so that students achieve the intended learning outcomes. The teacher develops teaching methods and assessment tasks that support learning activities aimed at achieving the course objectives. Assessment provides students information on what is important to learn, how they are spending their time, and how they see themselves as learners. Student-centered learning shifts the focus from teaching to learning, emphasizing students' mastery of skills and content through cooperative and inquiry-based instructional methods with the teacher as guide. Intended learning outcomes describe what students can do after a course that they could not do before. Reflection is also important for learning as it allows students to relate experiences to decision making and problem solving.
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This document discusses different approaches to learning and teaching at the university level. It covers lectures, seminars, group activities, tutorials, online learning, and independent research. The purpose is to help students transition to more independent learning at university, where they are expected to critically think about ideas and discuss them with peers and tutors, rather than just memorizing information. The document includes self-assessment questions to help students identify their approach to learning and how to develop skills as an independent learner.
Week 3 webinar presentation
Webinar presentation by Richard Pountney and Adrian Fearn on the Enhance your Mentoring Skills open online course (SHOOC)
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Companion Materials Looking Through the Lens of Rubrics
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Competency Checklist and Professional Development Resources .docx
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Seminar proceedings on multi mode approaches in teaching learning in higher e...
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Ontario Physical Health Education Association presentation on technology. Workshop looks at integrating technology in to the physical education classroom.
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This document provides guidance on creating an inclusive physical education classroom. It discusses modifying the rules, equipment, teaching style, and environment using the TREE framework: Thinking about modifications for each area. The key principles are maximizing individual potential while maintaining activity integrity, focusing on goals and providing alternatives if needed, using inclusive teaching techniques, and simplifying or adapting rules, equipment, environment and instruction as needed to be inclusive for all students. True inclusion involves asking students what would improve their experience and involvement.
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This document provides an overview of Health and Physical Education 101, which focuses on integrating a 4-part lesson plan approach and using resources to support curriculum-based instruction. The document outlines learning goals around applying this approach and differentiating instruction. It also defines key concepts like success criteria, descriptive feedback, and assessment for, as, and of learning. Various assessment tools and resources are presented to support instructional practices in health and physical education.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Instructional Leadership - PQP2
- 1. Instructional Leadership Seminar - Module 8 Rob, Joaquin & Mark PQP II - July 2015
- 2. We are learning... ● to identify key concepts & ‘action’ capacities for instructional leadership ● to identify and address key issues in education as an instructional leader ● to apply plethora of resources to support your learning & leadership journey
- 3. What does Instructional Leadership mean to you?
- 5. Key Concepts of Instructional Leadership Leadership - exercise of influence that is supportive and facilitative based on achievement; Management - processes, procedures and organization that provide opportunities to collaborate... part of all leadership Authority - lies with administration but leadership is provided by all stakeholders.
- 6. ‘Action’ Capacities’ 1. Setting goals; 2. Aligning resources with priorities; 3. Promoting collaborative learning cultures; 4. Using data; 5. Engaging in courageous conversations.
- 7. Addressing Issues in Education The Last Word Part 1: 1. Read the article provided at your table - 5 minutes. 1. Highlight a sentence or phrase that resonates with you as an instructional leader.
- 8. Addressing Issues in Education The Last Word Part 2: Facilitated Dialogue 1. The first person will share their highlighted point only. Do not provide a reason why. 2. Each group member will comment on phrase - 1 minute each. 3. After each group member comments, the first person will provide the ‘Last Word’ for the highlight. 4. Each group member will share their highlight using the same protocols.
- 9. Addressing Issues in Education The Last Word Part 3: Group Consensus & Present From the information in the article and what was presented by the individuals from the group… 1. Identify the key issue in the article; 2. Provide strategies mentioned and/or from your experience used to address the issue; 3. Using chart paper create a checklist of strategies and look fors used to address the issue; 4. Post & Present checklist and look fors to the whole group.
- 10. Resources
- 11. Thinking about Instructional Leadership 1. Silent Activity 2. Write Down Your Thoughts on the Statements 3. Build on other ideas
- 12. Practices and competencies evolve as leaders move through various career stages, specialized assignments and unique educational environments. School and system leaders expand and strengthen their repertoire of practices, skills, knowledge and attitudes over time, provided they have opportunities to grow and are supported by school boards that are committed to leadership development. Ontario Ministry of Education, December 2007
- 13. What skill are you bringing to your leadership journey? #OPCPQP
Editor's Notes
- Mark to read - 3minutes
- Rob - Post it - Individually identify instructional leadership - 2 minutes Take the time (approx. 2 minutes) to come up with a definition of what Instructional Leadership means to you. It can be in whatever form you wish...a definition, statement, a combination of phrases, … eventually we will bring them all up and place them on the chart at the front of the room.
- Rob - 8 minutes / 7 minutes - Review handout and changes to their definition if needed. Using the information presented in the video and on the handout (based on OPC’s handbook), take this opportunity to make adjustments to your definition of instructional leadership. post it to chart paper Watch the video for John Hattie’s perspective of the role of the Principal as instructional leader and make notes on anything relevant that you might consider adding to your definition. After the video, handout - OPC notes on instructional leader...quick reference to the pieces. Review this handout and along with notes from the video revisit your definition of instructional leadership and take this opportunity to make adjustments. Share: Ask a few participants to share their definitions if they like and then have them park it on the chart at the front of the room. Could possibly ask the group in general if their definition changed after the video and handout information was available. Did it support your definition? Did it influence you to change/develop it further? Depending on feedback and discuss could wrap up with… John Hattie mentions a few questions a Principal should consider… Are we having an Impact? (on our students) Is it worthwhile? Is it sufficient? Something to consider when reflecting on your school and developing a possible plan of action. Could one person from each group bring up the definitions and park them on the chart at the front of the room.
- Joaquin - according to the OLF 2minutes
- Joaquin 2 minutes
- Mark to Launch - key issues 5 minutes to read and select - 1 minute each (17 minutes) / As a group identify the key issue raised in the resource? What strategies can you use as an instructional leader to grow capacity in this area? (10minutes) Present your issue and strategies to the large group (10 minutes) - Presentations (20 minutes)
- Mark to Launch - key issues 5 minutes to read and select - 1 minute each (17 minutes) / As a group identify the key issue raised in the resource? What strategies can you use as an instructional leader to grow capacity in this area? (10minutes) Present your issue and strategies to the large group (10 minutes) - Presentations (20 minutes)
- Mark to Launch - key issues 5 minutes to read and select - 1 minute each (17 minutes) / As a group identify the key issue raised in the resource? What strategies can you use as an instructional leader to grow capacity in this area? (10minutes) Present your issue and strategies to the large group (10 minutes) - Presentations (20 minutes)
- ROB - four corners station - 5 minutes
- Joaquin - 2minutes Ask people to read the statement first and then explain that instructional leadership is not a destination, but a journey, and that it must evolve organically as needed, in order to continue to build capacity.
- What sk10 minuWhat skill or skills are you bringing to the the leaderdership journeyteills are you briWhat skills are you bringing to your leadership journey?nging to your leadership journey?
- 5minutes