Kamlesh Chandra has over 20 years of experience in the education field, working as a director, trainer, facilitator, coach, and mentor. He focuses on data-driven school improvement, setting goals, and monitoring progress to increase student achievement. Some of his strengths include shaping visions of success, cultivating leadership in others, and improving organizational and instructional effectiveness through managing resources, people, and processes.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
This document outlines the Open University's strategy for developing and deploying learning analytics to improve student success. It discusses developing a vision and framework to guide the strategic use of analytics at both the institutional and individual student level. It also outlines plans to build institutional capabilities in data collection, analysis, and applying analytics to interventions. The goal is to apply analytics throughout a student's learning experience, from optimizing tutor assignments to monitoring student engagement and predicting at-risk students to help target support.
This document provides a summary of an individual's qualifications and experience in education administration and teaching. Over 34 years, he has held leadership roles as principal and educational director at several schools, demonstrating skills in curriculum development, academic performance management, human resources, and relationship building. He has trained over 6,000 teachers and currently works as a master trainer and resource person for CBSE. His educational background includes degrees in education management, political science, and certifications in higher education and guidance counseling.
This document provides a qualifications summary for an educator seeking an administrative or management position. It summarizes their experience as an instructional content facilitator, where they worked with directors to organize data, plan professional development, and support teachers. It also lists their previous experience teaching various grade levels and subjects, developing curricula, analyzing student data, and mentoring other teachers. Their education includes a master's degree in education administration and teaching certifications.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
The FACT2 Learning Analytics Task Group report summarizes their work in 2013-2014. Their goals were to develop professional learning for faculty on learning analytics and identify best practices. In fall 2013, they presented findings at several SUNY conferences on using data to enhance student experience. A spring 2014 pilot at SUNY Oswego used a retention system called Starfish for nearly 1,000 at-risk students. The task group defined learning analytics as software collecting multiple data sets to predict and impact student success. They recommended establishing an ongoing working group to develop learning analytic practices and tools across SUNY.
Stephen Gordon & Jennie Stewart from Sunnybrae Normal School share their school's plan for integrating ICT PD to support teacher Professional Learning in their school.
Kamlesh Chandra has over 20 years of experience in the education field, working as a director, trainer, facilitator, coach, and mentor. He focuses on data-driven school improvement, setting goals, and monitoring progress to increase student achievement. Some of his strengths include shaping visions of success, cultivating leadership in others, and improving organizational and instructional effectiveness through managing resources, people, and processes.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
This document outlines the Open University's strategy for developing and deploying learning analytics to improve student success. It discusses developing a vision and framework to guide the strategic use of analytics at both the institutional and individual student level. It also outlines plans to build institutional capabilities in data collection, analysis, and applying analytics to interventions. The goal is to apply analytics throughout a student's learning experience, from optimizing tutor assignments to monitoring student engagement and predicting at-risk students to help target support.
This document provides a summary of an individual's qualifications and experience in education administration and teaching. Over 34 years, he has held leadership roles as principal and educational director at several schools, demonstrating skills in curriculum development, academic performance management, human resources, and relationship building. He has trained over 6,000 teachers and currently works as a master trainer and resource person for CBSE. His educational background includes degrees in education management, political science, and certifications in higher education and guidance counseling.
This document provides a qualifications summary for an educator seeking an administrative or management position. It summarizes their experience as an instructional content facilitator, where they worked with directors to organize data, plan professional development, and support teachers. It also lists their previous experience teaching various grade levels and subjects, developing curricula, analyzing student data, and mentoring other teachers. Their education includes a master's degree in education administration and teaching certifications.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
The FACT2 Learning Analytics Task Group report summarizes their work in 2013-2014. Their goals were to develop professional learning for faculty on learning analytics and identify best practices. In fall 2013, they presented findings at several SUNY conferences on using data to enhance student experience. A spring 2014 pilot at SUNY Oswego used a retention system called Starfish for nearly 1,000 at-risk students. The task group defined learning analytics as software collecting multiple data sets to predict and impact student success. They recommended establishing an ongoing working group to develop learning analytic practices and tools across SUNY.
Stephen Gordon & Jennie Stewart from Sunnybrae Normal School share their school's plan for integrating ICT PD to support teacher Professional Learning in their school.
The document provides guidance on assuring the quality of blended courses through continuous improvement processes. It discusses designing courses with clear learning objectives and quality assurance frameworks in mind. An evaluation plan should be developed to collect both outcome and interpretive data on student learning and engagement. A virtuous development cycle is recommended where courses are delivered, evaluated, and reviewed to inform future design. Continuous feedback from instructors, students, course statistics, and research help improve the overall blended learning experience.
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
This document discusses seven foundations for sustaining learning-centered education practices. It summarizes research on course redesign at the University of Southern Maine that led to improved student outcomes. The foundations are: 1) leadership prioritizing learning goals and resources, 2) a history of collaborative problem-solving, 3) supportive faculty beliefs, 4) faculty experience with practices, 5) appropriate infrastructure, 6) institutional data and evaluation support, and 7) personnel policies incentivizing improvement. The document provides examples of how institutions can strengthen each foundation to spread innovative teaching approaches.
Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
Cynthia J. Casillas has 10 years of experience in nonprofit education and is seeking opportunities as an instructional designer. She has experience developing curriculum, lesson plans, and educational resources. As a teacher, she has assessed students, collaborated with colleagues, and implemented reading programs. Her skills include instructional design, applying learning theories, and using tools like ADDIE and authoring software. She holds a Master's in Teaching and a certificate in Instructional Design.
The document discusses the characteristics of a learning-centered college. It outlines that such a college:
1) Creates substantive change in learners by engaging them as partners in the learning process and offering many learning options.
2) Defines roles by learner needs and succeeds only when improved and expanded learning is documented for learners.
3) Believes all students can learn by providing support services and producing evidence of participation, pass rates, and zero variance in academic performance among groups.
This document discusses faculty perceptions of student information literacy and strategies for developing information literacy skills. It notes that faculty have differing views on when students should acquire information literacy skills and that skills require practice over time. The document also outlines key information literacy skills and knowledge, challenges to teaching information literacy, and approaches for assessing student skills through various methods like rubrics and pre- and post-testing. It emphasizes using learning outcomes to guide information literacy instruction and assessment.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
The document outlines an approach for a whole-college focus on excellence in teaching, learning, and student support. Key elements include:
1) Rigorous monitoring of attendance, assessment quality, and curriculum to promote student success and satisfaction.
2) Evaluation and management of teaching, learning, and assessment to drive rapid quality improvements.
3) Fostering a culture focused on continuous quality improvement in these areas.
4) Ensuring readiness for regulatory body reviews.
The document outlines a tentative training program for 25 secondary schools in Belize to implement a competency-based curriculum approach. Schools are grouped by region - North, Central, West, and South. The initial round of training will cover competency-based assessment strategies, competency-based teaching strategies, and an introduction to competency-based education. Training sessions will take place in September 2022, with groups of schools attending workshops on specific dates. The goal is to transition 11 schools new to competency-based education, as well as provide varied training to schools based on their existing needs and experience with the approach.
National Staff Development Council Standardsvera.weber
Staff development aims to improve student learning through organized adult learning. Effective staff development:
1) Organizes teachers into collaborative teams to align goals with school/district and improve daily work.
2) Requires skilled leaders to guide instructional improvement through policies and support for ongoing professional learning.
3) Utilizes resources like time, money, and people to support adult collaboration and learning.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Symposium copy of school library standardsStephen Abram
The document discusses defining new metrics for measuring the success and impact of school libraries. It provides an overview of several standards, frameworks, and studies focused on cultivating effective instructional design through teacher-librarian collaboration. Key aspects emphasized include co-planning, teaching, and assessing student learning using inquiry-based approaches and formative assessment. When teachers and librarians work together in this way, students achieve better literacy and learning outcomes.
The document outlines the responsibilities of a course coordinator in relation to course management, school principles, teaching staff, and students. Key responsibilities include developing learning outcomes aligned with course goals, ensuring course relevance, managing partnerships, overseeing budgets, communicating with teaching staff, monitoring student enrollment, and ensuring all students' needs are met.
The document provides guidance on assuring the quality of blended courses through continuous improvement processes. It discusses designing courses with clear learning objectives and quality assurance frameworks in mind. An evaluation plan should be developed to collect both outcome and interpretive data on student learning and engagement. A virtuous development cycle is recommended where courses are delivered, evaluated, and reviewed to inform future design. Continuous feedback from instructors, students, course statistics, and research help improve the overall blended learning experience.
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
This document discusses seven foundations for sustaining learning-centered education practices. It summarizes research on course redesign at the University of Southern Maine that led to improved student outcomes. The foundations are: 1) leadership prioritizing learning goals and resources, 2) a history of collaborative problem-solving, 3) supportive faculty beliefs, 4) faculty experience with practices, 5) appropriate infrastructure, 6) institutional data and evaluation support, and 7) personnel policies incentivizing improvement. The document provides examples of how institutions can strengthen each foundation to spread innovative teaching approaches.
Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
Cynthia J. Casillas has 10 years of experience in nonprofit education and is seeking opportunities as an instructional designer. She has experience developing curriculum, lesson plans, and educational resources. As a teacher, she has assessed students, collaborated with colleagues, and implemented reading programs. Her skills include instructional design, applying learning theories, and using tools like ADDIE and authoring software. She holds a Master's in Teaching and a certificate in Instructional Design.
The document discusses the characteristics of a learning-centered college. It outlines that such a college:
1) Creates substantive change in learners by engaging them as partners in the learning process and offering many learning options.
2) Defines roles by learner needs and succeeds only when improved and expanded learning is documented for learners.
3) Believes all students can learn by providing support services and producing evidence of participation, pass rates, and zero variance in academic performance among groups.
This document discusses faculty perceptions of student information literacy and strategies for developing information literacy skills. It notes that faculty have differing views on when students should acquire information literacy skills and that skills require practice over time. The document also outlines key information literacy skills and knowledge, challenges to teaching information literacy, and approaches for assessing student skills through various methods like rubrics and pre- and post-testing. It emphasizes using learning outcomes to guide information literacy instruction and assessment.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
The document outlines an approach for a whole-college focus on excellence in teaching, learning, and student support. Key elements include:
1) Rigorous monitoring of attendance, assessment quality, and curriculum to promote student success and satisfaction.
2) Evaluation and management of teaching, learning, and assessment to drive rapid quality improvements.
3) Fostering a culture focused on continuous quality improvement in these areas.
4) Ensuring readiness for regulatory body reviews.
The document outlines a tentative training program for 25 secondary schools in Belize to implement a competency-based curriculum approach. Schools are grouped by region - North, Central, West, and South. The initial round of training will cover competency-based assessment strategies, competency-based teaching strategies, and an introduction to competency-based education. Training sessions will take place in September 2022, with groups of schools attending workshops on specific dates. The goal is to transition 11 schools new to competency-based education, as well as provide varied training to schools based on their existing needs and experience with the approach.
National Staff Development Council Standardsvera.weber
Staff development aims to improve student learning through organized adult learning. Effective staff development:
1) Organizes teachers into collaborative teams to align goals with school/district and improve daily work.
2) Requires skilled leaders to guide instructional improvement through policies and support for ongoing professional learning.
3) Utilizes resources like time, money, and people to support adult collaboration and learning.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Symposium copy of school library standardsStephen Abram
The document discusses defining new metrics for measuring the success and impact of school libraries. It provides an overview of several standards, frameworks, and studies focused on cultivating effective instructional design through teacher-librarian collaboration. Key aspects emphasized include co-planning, teaching, and assessing student learning using inquiry-based approaches and formative assessment. When teachers and librarians work together in this way, students achieve better literacy and learning outcomes.
The document outlines the responsibilities of a course coordinator in relation to course management, school principles, teaching staff, and students. Key responsibilities include developing learning outcomes aligned with course goals, ensuring course relevance, managing partnerships, overseeing budgets, communicating with teaching staff, monitoring student enrollment, and ensuring all students' needs are met.
Similar to Instructional Leadership To Improve Teaching and Learning_Evelyn Awino.pptx (20)
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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Instructional Leadership To Improve Teaching and Learning_Evelyn Awino.pptx
1. Instructional Leadership: A System
For Continuous Improvement of
Teaching and Learning.
Evelyn Awino
17th April, 2024
2. Collect and Analyse Data: performance,
curriculum alignment, teacher
effectiveness…- trends, patterns, areas for
improvement?
Assess Current State: curriculum, teaching, learning,
assessment, PD opportunities, SWOT…
Establish Clear Goals: Collaborative, SMART, align with the
BNC standards & the school's mission and vision.
Design Action Plans: 5Ws+H required for
implementation.
3. Allocate Resources: for instructional materials, technology
infrastructure, and specialised staff training…
Provide Continuous Professional Learning: tailored, data-
identified- pedagogical skills, subject knowledge, use of
instructional strategies and technology.
Strong Leadership Support and Advocacy: champion the
importance of ongoing learning and development for all.
Peer Observation and Constructive Feedback: on
teaching & learning processes, instructional techniques &
foster a culture of collaboration and continuous learning
4. Make Informed Decisions: review, revise, improve
Regularly Monitor and Evaluate: effectiveness/impact
of the initiatives-data on student performance, teacher practices…
Celebrate Achievements & Success: achievements,
contributions; challenges & failures = learning opportunities
Promote Collaboration, Reflection and Continuous
Learning: planning, peer observation, feedback…
Adjust and Iterate: strategies, iterate continuously on the
system; incorporate lessons learned and emerging trends to
sustain improvement efforts over time.
Involve Stakeholders: teachers, students, parents, administrators, etc to ensure buy-in and ownership of the initiatives.
Quantitative and Qualitative Quantitative and Qualitative -work samples, teacher reflections
Make Informed Decisions: -using researched best practices
input from teachers, parents-parent-teacher meetings, surveys, and feedback sessions on the school's teaching and learning practices input from students-surveys, focus groups, and classroom discussions on teaching methods, curriculum content, and learning experiences
Celebrate Achievements & Success-encourage a growth mindset and resilience among stakeholders