Introduction to Institute!
•Download as PPTX, PDF•
0 likes•283 views
This document provides an overview of a college readiness institute organized as a partnership between the Community College of DC and Reach for College!, a nonprofit. The institute aims to inspire and provide strategies and materials to help students become college ready. Participants include high school and college representatives who will work together and share expertise to benefit students. The goals are to prepare students for college and careers, as 70% of DC jobs require postsecondary education, yet only 29% of local students go to college.
Report
Share
Report
Share
![Welcome! ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
2
Ann Lopez is an instructional technology coach who has over 15 years of experience in education. She currently coaches teachers to improve student learning outcomes through technology integration, leading to a 75% increase in teachers' and students' digital skills. Previously, she managed edtech projects and closed 50% of contract renewals through community engagement. She also has experience as a teacher, principal intern, and founder of a tutoring center that grew revenue to $500k in under a year. Her goals are to leave the world better and achieve a work-life balance while raising her children.
New Teacher Communication Plan
This document provides a guide for new teachers on effective parent communication. It outlines various communication strategies teachers can use before, during, and after the school year. Before the year, teachers can do home visits, send introduction letters, or emails. During the year, teachers can use surveys, apps, calendars, newsletters, emails, websites/blogs, phone calls, and translation tools. At the end of the year, teachers should send thank you notes to parents. The goal is to establish strong relationships with parents through open communication.
Connected families, communities and educators
This document discusses connecting families, communities, and educators through the use of technology. It provides examples of how early childhood services can use tools like email, photo sharing, and social media to communicate with families and share children's learning. The document also explores how technology can help connect educators through online professional development and professional networking. Considerations around appropriate and secure use of technology are discussed.
Online Teaching Competencies
The document discusses competencies for online teaching. It begins by having participants take a poll using Nearpod. It then outlines topics that will be covered, including defining online teaching competencies, tips for teaching online, essential skills, advice for schools, and resources. The document provides several works cited and discusses establishing an online presence, facilitating interaction, and supporting students as key competencies. It also offers advice on using videos, the importance of technical skills, and curating resources from the internet.
CaneLearn Presentation
This document discusses blended learning during the COVID-19 pandemic and plans for the future. It summarizes feedback from students, staff, and parents on their experiences with blended learning during the pandemic. Some students, teachers, and courses were better suited to blended learning than others. Moving forward, the focus will be on avoiding abruptly ending blended learning practices, celebrating innovation, and building networks to support more personalized, engaging, and equitable teaching and learning while developing digital skills and resilience for students.
Leading from the Library - BCTLA -- October 19, 2012
The document is a presentation by Chris Kennedy, Superintendent of the West Vancouver School District, given at the BCTLA conference in Coquitlam on October 19, 2012. The presentation discusses the role of school libraries in leading innovation through inquiry-based learning, use of e-readers and incentivizing reading. It also references a poem about what teachers make and their impact on students. The presentation promotes flexible and personalized learning for students through the use of technology to overcome barriers to access.
District Leaders as Digital Leaders
Presentation in Edmonton Alberta in support of system leadership for supporting implementation of the Alberta Education Learning Technology Framework
Coral corsairs Progress Report Presentation
The Coral Corsairs progress report summarizes their work on an educational outreach project about coral reefs. They have secured partnerships with a science museum and elementary school. For their classroom lesson, they need to finalize materials and a parent handout. Their coral reef float design is complete and they are collecting materials to construct it before the April 10th deadline. Communicating with partners and getting press for a fundraising event have been challenges, but partnering with a teacher at a local school provides an opportunity. Their timeline will help the group stay on track to complete goals.
Recommended
2
Ann Lopez is an instructional technology coach who has over 15 years of experience in education. She currently coaches teachers to improve student learning outcomes through technology integration, leading to a 75% increase in teachers' and students' digital skills. Previously, she managed edtech projects and closed 50% of contract renewals through community engagement. She also has experience as a teacher, principal intern, and founder of a tutoring center that grew revenue to $500k in under a year. Her goals are to leave the world better and achieve a work-life balance while raising her children.
New Teacher Communication Plan
This document provides a guide for new teachers on effective parent communication. It outlines various communication strategies teachers can use before, during, and after the school year. Before the year, teachers can do home visits, send introduction letters, or emails. During the year, teachers can use surveys, apps, calendars, newsletters, emails, websites/blogs, phone calls, and translation tools. At the end of the year, teachers should send thank you notes to parents. The goal is to establish strong relationships with parents through open communication.
Connected families, communities and educators
This document discusses connecting families, communities, and educators through the use of technology. It provides examples of how early childhood services can use tools like email, photo sharing, and social media to communicate with families and share children's learning. The document also explores how technology can help connect educators through online professional development and professional networking. Considerations around appropriate and secure use of technology are discussed.
Online Teaching Competencies
The document discusses competencies for online teaching. It begins by having participants take a poll using Nearpod. It then outlines topics that will be covered, including defining online teaching competencies, tips for teaching online, essential skills, advice for schools, and resources. The document provides several works cited and discusses establishing an online presence, facilitating interaction, and supporting students as key competencies. It also offers advice on using videos, the importance of technical skills, and curating resources from the internet.
CaneLearn Presentation
This document discusses blended learning during the COVID-19 pandemic and plans for the future. It summarizes feedback from students, staff, and parents on their experiences with blended learning during the pandemic. Some students, teachers, and courses were better suited to blended learning than others. Moving forward, the focus will be on avoiding abruptly ending blended learning practices, celebrating innovation, and building networks to support more personalized, engaging, and equitable teaching and learning while developing digital skills and resilience for students.
Leading from the Library - BCTLA -- October 19, 2012
The document is a presentation by Chris Kennedy, Superintendent of the West Vancouver School District, given at the BCTLA conference in Coquitlam on October 19, 2012. The presentation discusses the role of school libraries in leading innovation through inquiry-based learning, use of e-readers and incentivizing reading. It also references a poem about what teachers make and their impact on students. The presentation promotes flexible and personalized learning for students through the use of technology to overcome barriers to access.
District Leaders as Digital Leaders
Presentation in Edmonton Alberta in support of system leadership for supporting implementation of the Alberta Education Learning Technology Framework
Coral corsairs Progress Report Presentation
The Coral Corsairs progress report summarizes their work on an educational outreach project about coral reefs. They have secured partnerships with a science museum and elementary school. For their classroom lesson, they need to finalize materials and a parent handout. Their coral reef float design is complete and they are collecting materials to construct it before the April 10th deadline. Communicating with partners and getting press for a fundraising event have been challenges, but partnering with a teacher at a local school provides an opportunity. Their timeline will help the group stay on track to complete goals.
E Academy Presentation
The document summarizes Burrell School District's 2008 Summer Credit Recovery program which offered online courses to allow 153 students to recover credits in core subjects like math, English, and science. Teachers developed 14 online courses using a learning management system. Students could complete coursework at home or in computer labs at school with support from lab monitors and teachers. Most students (65%) successfully recovered credits. Based on parent and student surveys, strengths included flexibility and technology-based learning. Suggested improvements included more teacher interaction, staggered course start times, and addressing technology issues proactively.
McRoberts sep 2015pdf2
The document discusses changes to the curriculum for grades 8 through 10 and the implementation of core competencies. Key points include:
1. Teachers met to discuss changes in their subject areas for grades 8 and 9, including differences, similarities, opportunities and challenges.
2. Core competencies of communication, thinking, and personal and social skills were reviewed. Profiles describe developing competence and illustrations provide student work examples.
3. Educators were asked to consider focusing curriculum development on one of the core competencies or facets and to share their ideas on a collaborative document. The meeting aimed to support moving forward with curriculum changes and competency implementation.
Edu 673 week 2 welcome activity
This document provides instructions for a welcoming activity assignment for the first day of class. Students are asked to create a document, video, PowerPoint, lesson, or other format that addresses how they will (1) provide a safe classroom climate, (2) a positive learning environment, (3) meet social and emotional needs, (4) foster student ownership, (5) create empathy, (6) provide opportunities to succeed, and (7) eliminate fear of failure. The assignment requires addressing all topics listed and providing citations for any sources used.
Ual ucas pro forma
This document summarizes Charlie Atkin's application to university. It includes details of their academic qualifications including GCSE and college grades. It lists three potential university courses with details on entry requirements and course content. The personal statement discusses Charlie's interests and experience in media subjects, current college study focusing on coursework, goals of pursuing graphic design work after university, and managing a part-time job alongside college.
Ielts general-training-writing-task-2
This document provides teaching materials for familiarizing IELTS test takers with writing Task 2 questions. It includes activities to analyze sample questions, brainstorm ideas and structure responses. For the first sample question about caring for old people, the procedure has students work individually and in groups to generate ideas on both sides of the issue. They arrange these ideas logically then complete a worksheet practicing this type of discursive writing. A second sample question on children's leisure time is then used to repeat similar brainstorming and outlining steps. Worksheets provide guidance on common structures for organizing disagree/agree responses. The goal is to help students understand what is required for IELTS Task 2 writing and to practice key components like outlining arguments
Final report tring school 2015 public version
This document provides an evaluation of a trial of the FRAMES® personal development tool with students aged 11-16 at Tring School in Hertfordshire, UK from March-July 2015. Key findings from testing the FRAMES® Futures Tutorial workbook included that students were generally engaged by considering their futures and goals. Most students reported noticing positive changes in themselves, such as increased motivation, concentration, and commitment to their goals. Feedback from students, parents, and teachers was positive about the benefits of using FRAMES® to help students develop goals and plans. The evaluation concludes the tutorials were well-received but would benefit from simplification and being implemented over a full academic year.
Case study frames in secondary education tring school
This document provides an evaluation of a trial of the FRAMES® personal development tool with students aged 11-16 at Tring School in Hertfordshire, UK from March-July 2015. The trial involved using FRAMES® tutorials and workbooks to help students explore their futures and set goals. Based on feedback from students, teachers, and parents, the evaluation found that most students engaged well with the FRAMES® concepts and found it useful for considering their futures, with some noticing changes in their motivation, concentration, or thinking about goals. The evaluation also provided suggestions for improving the tutorials and implementation of FRAMES® in a school setting.
Kacey blatt twitter assignment
Kacey Blatt chose to follow Dr. Chris R McGee on Twitter. McGee seems passionate about education and his organization Code Red Project, which helps students learn entrepreneurship fundamentals. McGee encourages students and wants the best for them, sharing links on writing skills.
Akevy Greenblatt provides educational leadership on Twitter, sharing links to help teachers understand students and become better educators. He wants to give teachers helpful information to enable their students.
Caleb Birk is a principal involved in 21st century learning. A picture he posted on Twitter illustrates that everyone learns differently and has unique talents, encouraging embracing different learners. He wants students to embrace their individuality and special talents.
IDEA Compliance Alert
This document discusses assistive technology and accessibility features that can help learning disabled students. It provides tips for ensuring technology purchases are truly accessible, discovering free accessibility options already available, and training teachers to use data from educational technology. Specifically, it recommends:
1) Thoroughly evaluating any new technology's accessibility before purchasing, such as checking reading levels and accommodation options.
2) Leveraging free resources like captions, audiobooks, and students' own devices through BYOT initiatives rather than overspending.
3) Using the SETT framework to select the right tools based on each student's needs, environment, tasks, and abilities.
4) Providing staff training so teachers can maximize built
2017 collaboratoryopening codedebtcarecomm
This document discusses advancing the Global Citizenship Program (GCP) at Webster University through addressing code debt, providing care for students, and improving communication. It provides background on the establishment of the GCP and reviews progress made from 2011-2017, including developing rubrics, recertifying courses, and implementing global keystone seminars. It emphasizes the importance of ensuring high quality teaching, interactions between faculty and students, and academic challenge/high expectations to help students learn and develop. Research shows the impact of these caring relationships and experiential learning on student engagement and success after graduation. The document concludes by noting the value of evaluating progress and communicating the mission and goals of the GCP through efforts like a student-created video overview.
MMCC ADJUNCT WELCOME GUIDE
The document provides an overview and guidelines for adjunct faculty at Mid Michigan Community College. It includes information about campus hours, keys and building access, mailboxes, obtaining email and passwords, tours, parking, textbooks, making copies, online portals, break rooms, sick day procedures, security, the library learning services, independent study, submitting final grades, and campus maps. Contact information is provided for administrative assistants and department heads who can assist adjunct faculty.
Open Campus / Deerwood Center Adjunct Orientation
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
How Personalizing the Orientation Experience Increases Student Satisfaction a...
This document describes College of DuPage's transition to a personalized new student orientation program. It began with short summer sessions in 2010 and 2011, before adopting a campus-wide collaborative approach in 2015 with personalized three-day sessions in August. This involved developing partnerships across campus and creating an Orientation Leader program to facilitate activities and support incoming students. Assessment tools showed increased student satisfaction and retention rates following the new personalized orientation format. The program also led to greater collaboration between departments and more students participating in extracurricular activities.
MSCSA Work Plan 2015-16
This document outlines work plans and goals for an organization called MSCSA across several areas:
1. Broadening communication channels and enhancing marketing materials to attract new student leaders and share the vision and skills MSCSA provides.
2. Launching a Communications Advisory Team and hiring an intern to improve online videos and launch a new e-communication platform.
3. Developing cultural intelligence among staff and students through training, conferences, and forums on current issues.
4. Running an Equity and Inclusion Campaign focused on recruitment and retention of students of color.
Open Campus Faculty Orientation
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
MSCSA New Student Orientation
What is the MSCSA? This new student orientation presentation is designed to help you learn all about the Minnesota State College Student Association.
Batiq Training
This document provides an overview and guidelines for mentors in the Batiq education program. It outlines Batiq's vision of transforming education through connectivity and improved learning approaches. Mentors are expected to build meaningful relationships with students, improve their language skills, understand their passions and goals, and help create action plans. The document provides tips for mentors to be effective role models, focus on each student's unique needs, act as thought partners, support language development, and provide leadership and guidance.
Digital Age College Planning Class Introductory Lesson
Purchase our college planning class today to ensure you create the RIGHT plan with the RIGHT steps for college, scholarship, and life success!
Click here: https://dr129.infusionsoft.com/app/orderForms/f5f6d65a-2675-42d0-bbbc-af46f4ad46d5
MDC SSI Final
The document discusses the Student Strengths Inventory (SSI), a non-cognitive assessment designed to help colleges identify at-risk students and develop student success interventions. The SSI measures six non-cognitive factors predictive of student success. It was found to be as effective as a previous assessment, ENGAGE, in identifying students at risk of poor academic performance after one semester. The SSI immediately provides students individualized feedback on their results, including recommendations and campus resources for each factor. Advisors will use SSI results to identify at-risk students and have discussions at advising sessions about improving study skills, course load, time management, and more. A list of campus resources will also be included in advisement materials provided
SSI MDC
The document discusses the Student Strengths Inventory (SSI), a non-cognitive assessment designed to help colleges identify at-risk students and develop student success interventions. The SSI measures six non-cognitive factors predictive of student success. It was found to be as effective as a previous assessment, ENGAGE, in identifying students at risk of poor academic performance after one semester. The SSI provides individualized feedback to students on their strengths and areas for improvement. Advisors will use SSI results to identify at-risk students and discuss resources for improving the six factors during advising sessions.
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Online Graduate Programs in Education Webinar
The webinar provided information about Abilene Christian University's online graduate programs in education, including an overview of available degree and certificate programs. It discussed features of ACU's online learning experience like flexibility and interaction. Presenters then provided details on academic quality, admission requirements, and student testimonials. The webinar concluded by taking questions from attendees.
More Related Content
What's hot
E Academy Presentation
The document summarizes Burrell School District's 2008 Summer Credit Recovery program which offered online courses to allow 153 students to recover credits in core subjects like math, English, and science. Teachers developed 14 online courses using a learning management system. Students could complete coursework at home or in computer labs at school with support from lab monitors and teachers. Most students (65%) successfully recovered credits. Based on parent and student surveys, strengths included flexibility and technology-based learning. Suggested improvements included more teacher interaction, staggered course start times, and addressing technology issues proactively.
McRoberts sep 2015pdf2
The document discusses changes to the curriculum for grades 8 through 10 and the implementation of core competencies. Key points include:
1. Teachers met to discuss changes in their subject areas for grades 8 and 9, including differences, similarities, opportunities and challenges.
2. Core competencies of communication, thinking, and personal and social skills were reviewed. Profiles describe developing competence and illustrations provide student work examples.
3. Educators were asked to consider focusing curriculum development on one of the core competencies or facets and to share their ideas on a collaborative document. The meeting aimed to support moving forward with curriculum changes and competency implementation.
Edu 673 week 2 welcome activity
This document provides instructions for a welcoming activity assignment for the first day of class. Students are asked to create a document, video, PowerPoint, lesson, or other format that addresses how they will (1) provide a safe classroom climate, (2) a positive learning environment, (3) meet social and emotional needs, (4) foster student ownership, (5) create empathy, (6) provide opportunities to succeed, and (7) eliminate fear of failure. The assignment requires addressing all topics listed and providing citations for any sources used.
Ual ucas pro forma
This document summarizes Charlie Atkin's application to university. It includes details of their academic qualifications including GCSE and college grades. It lists three potential university courses with details on entry requirements and course content. The personal statement discusses Charlie's interests and experience in media subjects, current college study focusing on coursework, goals of pursuing graphic design work after university, and managing a part-time job alongside college.
Ielts general-training-writing-task-2
This document provides teaching materials for familiarizing IELTS test takers with writing Task 2 questions. It includes activities to analyze sample questions, brainstorm ideas and structure responses. For the first sample question about caring for old people, the procedure has students work individually and in groups to generate ideas on both sides of the issue. They arrange these ideas logically then complete a worksheet practicing this type of discursive writing. A second sample question on children's leisure time is then used to repeat similar brainstorming and outlining steps. Worksheets provide guidance on common structures for organizing disagree/agree responses. The goal is to help students understand what is required for IELTS Task 2 writing and to practice key components like outlining arguments
Final report tring school 2015 public version
This document provides an evaluation of a trial of the FRAMES® personal development tool with students aged 11-16 at Tring School in Hertfordshire, UK from March-July 2015. Key findings from testing the FRAMES® Futures Tutorial workbook included that students were generally engaged by considering their futures and goals. Most students reported noticing positive changes in themselves, such as increased motivation, concentration, and commitment to their goals. Feedback from students, parents, and teachers was positive about the benefits of using FRAMES® to help students develop goals and plans. The evaluation concludes the tutorials were well-received but would benefit from simplification and being implemented over a full academic year.
Case study frames in secondary education tring school
This document provides an evaluation of a trial of the FRAMES® personal development tool with students aged 11-16 at Tring School in Hertfordshire, UK from March-July 2015. The trial involved using FRAMES® tutorials and workbooks to help students explore their futures and set goals. Based on feedback from students, teachers, and parents, the evaluation found that most students engaged well with the FRAMES® concepts and found it useful for considering their futures, with some noticing changes in their motivation, concentration, or thinking about goals. The evaluation also provided suggestions for improving the tutorials and implementation of FRAMES® in a school setting.
Kacey blatt twitter assignment
Kacey Blatt chose to follow Dr. Chris R McGee on Twitter. McGee seems passionate about education and his organization Code Red Project, which helps students learn entrepreneurship fundamentals. McGee encourages students and wants the best for them, sharing links on writing skills.
Akevy Greenblatt provides educational leadership on Twitter, sharing links to help teachers understand students and become better educators. He wants to give teachers helpful information to enable their students.
Caleb Birk is a principal involved in 21st century learning. A picture he posted on Twitter illustrates that everyone learns differently and has unique talents, encouraging embracing different learners. He wants students to embrace their individuality and special talents.
IDEA Compliance Alert
This document discusses assistive technology and accessibility features that can help learning disabled students. It provides tips for ensuring technology purchases are truly accessible, discovering free accessibility options already available, and training teachers to use data from educational technology. Specifically, it recommends:
1) Thoroughly evaluating any new technology's accessibility before purchasing, such as checking reading levels and accommodation options.
2) Leveraging free resources like captions, audiobooks, and students' own devices through BYOT initiatives rather than overspending.
3) Using the SETT framework to select the right tools based on each student's needs, environment, tasks, and abilities.
4) Providing staff training so teachers can maximize built
2017 collaboratoryopening codedebtcarecomm
This document discusses advancing the Global Citizenship Program (GCP) at Webster University through addressing code debt, providing care for students, and improving communication. It provides background on the establishment of the GCP and reviews progress made from 2011-2017, including developing rubrics, recertifying courses, and implementing global keystone seminars. It emphasizes the importance of ensuring high quality teaching, interactions between faculty and students, and academic challenge/high expectations to help students learn and develop. Research shows the impact of these caring relationships and experiential learning on student engagement and success after graduation. The document concludes by noting the value of evaluating progress and communicating the mission and goals of the GCP through efforts like a student-created video overview.
What's hot (10)
Case study frames in secondary education tring school
Case study frames in secondary education tring school
Viewers also liked
MMCC ADJUNCT WELCOME GUIDE
The document provides an overview and guidelines for adjunct faculty at Mid Michigan Community College. It includes information about campus hours, keys and building access, mailboxes, obtaining email and passwords, tours, parking, textbooks, making copies, online portals, break rooms, sick day procedures, security, the library learning services, independent study, submitting final grades, and campus maps. Contact information is provided for administrative assistants and department heads who can assist adjunct faculty.
Open Campus / Deerwood Center Adjunct Orientation
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
How Personalizing the Orientation Experience Increases Student Satisfaction a...
This document describes College of DuPage's transition to a personalized new student orientation program. It began with short summer sessions in 2010 and 2011, before adopting a campus-wide collaborative approach in 2015 with personalized three-day sessions in August. This involved developing partnerships across campus and creating an Orientation Leader program to facilitate activities and support incoming students. Assessment tools showed increased student satisfaction and retention rates following the new personalized orientation format. The program also led to greater collaboration between departments and more students participating in extracurricular activities.
MSCSA Work Plan 2015-16
This document outlines work plans and goals for an organization called MSCSA across several areas:
1. Broadening communication channels and enhancing marketing materials to attract new student leaders and share the vision and skills MSCSA provides.
2. Launching a Communications Advisory Team and hiring an intern to improve online videos and launch a new e-communication platform.
3. Developing cultural intelligence among staff and students through training, conferences, and forums on current issues.
4. Running an Equity and Inclusion Campaign focused on recruitment and retention of students of color.
Open Campus Faculty Orientation
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
MSCSA New Student Orientation
What is the MSCSA? This new student orientation presentation is designed to help you learn all about the Minnesota State College Student Association.
Viewers also liked (6)
How Personalizing the Orientation Experience Increases Student Satisfaction a...
How Personalizing the Orientation Experience Increases Student Satisfaction a...
Similar to Introduction to Institute!
Batiq Training
This document provides an overview and guidelines for mentors in the Batiq education program. It outlines Batiq's vision of transforming education through connectivity and improved learning approaches. Mentors are expected to build meaningful relationships with students, improve their language skills, understand their passions and goals, and help create action plans. The document provides tips for mentors to be effective role models, focus on each student's unique needs, act as thought partners, support language development, and provide leadership and guidance.
Digital Age College Planning Class Introductory Lesson
Purchase our college planning class today to ensure you create the RIGHT plan with the RIGHT steps for college, scholarship, and life success!
Click here: https://dr129.infusionsoft.com/app/orderForms/f5f6d65a-2675-42d0-bbbc-af46f4ad46d5
MDC SSI Final
The document discusses the Student Strengths Inventory (SSI), a non-cognitive assessment designed to help colleges identify at-risk students and develop student success interventions. The SSI measures six non-cognitive factors predictive of student success. It was found to be as effective as a previous assessment, ENGAGE, in identifying students at risk of poor academic performance after one semester. The SSI immediately provides students individualized feedback on their results, including recommendations and campus resources for each factor. Advisors will use SSI results to identify at-risk students and have discussions at advising sessions about improving study skills, course load, time management, and more. A list of campus resources will also be included in advisement materials provided
SSI MDC
The document discusses the Student Strengths Inventory (SSI), a non-cognitive assessment designed to help colleges identify at-risk students and develop student success interventions. The SSI measures six non-cognitive factors predictive of student success. It was found to be as effective as a previous assessment, ENGAGE, in identifying students at risk of poor academic performance after one semester. The SSI provides individualized feedback to students on their strengths and areas for improvement. Advisors will use SSI results to identify at-risk students and discuss resources for improving the six factors during advising sessions.
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Online Graduate Programs in Education Webinar
The webinar provided information about Abilene Christian University's online graduate programs in education, including an overview of available degree and certificate programs. It discussed features of ACU's online learning experience like flexibility and interaction. Presenters then provided details on academic quality, admission requirements, and student testimonials. The webinar concluded by taking questions from attendees.
New Staff Orientation 1
This document provides an orientation for new educators in a school district. It includes introductions from district leaders and answers to common questions. Goals include raising student achievement, developing engaged learners, improving relationships, and focusing on 21st century skills like collaboration and problem solving. Teachers are encouraged to utilize instructional coaches and mentors for support and to sign up for professional development opportunities.
Spring 2015 Teacher Recertification-WEB
This document provides information about continuing education courses for teachers offered by UW-Platteville. It lists both face-to-face and online courses covering topics like digital photography, reading standards, classroom management, and using technology in mathematics. Face-to-face courses meet on weekends or evenings in various locations. Online courses are self-paced and completed within three months. The document provides course descriptions, schedules, credits, and fees for both types of courses.
Blake.Efc Presentation2010.Ms Career Exploration
The document discusses middle school career exploration programs. It recommends making career exploration hands-on, relevant, and engaging for students. Research shows linking schoolwork to future careers increases student effort. The document outlines program goals of expanding career and education options knowledge. It recommends career exploration begin in middle school to inform course planning and prevent early limiting of options.
The Campus Community Life Cycle: From Admissions to Alumni
The Campus Community Life Cycle series will explore the stages students go through as they assimilate into a new school community, become involved in campus life and then stay active after graduation as alumni. Gain ideas you can use as experts discuss:
• Optimizing each stage in the transition process
• How to create a strong student community and alumni network
• Ways to assure student and institutional success
This series will be presented in three, progressive sessions beginning with Integrating New Students Into the Community. Topic highlights of this presentation include:
• Pre-enrollment activities: getting new students to the first day of class
• Engaging students in your community
• Transitioning new students to full members of the community in the first term
Other webinars in this series include:
• Community as a Retention Tool – April, 2010
• Maintaining Community After Graduation: Benefits to the Institution – May, 2010
Additional information about the upcoming webinars in this series will be available soon. Write us at connect@edmap.biz for more information.
HE Welcome
The document provides information to students starting their higher education studies at Bridgwater College. It welcomes students and wishes them success, while encouraging them to get involved to gain the most from their experience. Guidelines are outlined regarding conduct, attendance, and use of email for communication. Support services and resources available to students are also highlighted.
Engaging Parents As Career Advocates: Mobilizing Support Through An Online Co...
This document summarizes a presentation given at the 2010 NACE Annual Conference about DePaul University's use of an online community called the DePaul Quad to engage parents in supporting their students' careers. The DePaul Quad was launched in 2007 and currently has nearly 1,100 members. It allows various university departments like Career and Money Management to provide resources, hold live online sessions, and address parent concerns which has helped improve services for students. While quick responses to issues are a challenge, the Quad enables valuable parent feedback and networking to support students' job searches and career development.
Engaging parents as career advocates_NACE2010
Presented by Erik Friedman and Amanda Powers Snowden at the National Association of Colleges and Employers (NACE) 2010 annual conference.
Stevenson Sloan 2009
The document discusses strategies for promoting student community and collaboration in distance education programs. It describes offering student organizations, clubs, mentoring programs, and online academic support services. Student activities like organizations and online meetings help students feel connected to each other and the university despite being at a distance. The discussion focuses on building community through shared interests, leadership opportunities, and collaborative online spaces.
Tips and Pointers for Successful Future Teachers
This document provides tips for future teachers, including how to meet the needs of diverse students. It discusses Bloom's taxonomy and its revision, differentiation strategies like flexible grouping and tiered lessons. It also offers advice for student teaching, interviews, and maintaining professionalism. Teachers are encouraged to go above and beyond, never share personal information, and contact the author for additional support.
edu-2362-syllab_59342053.pptx
This document provides information about an education course titled "Methods of Teaching in Career & Technology Education" being offered in the fall 2022 semester. It includes details about the instructor, course description and learning objectives, policies, assignments and grading. Students will learn how to plan and deliver instruction, create a supportive classroom environment, and use effective teaching methods and resources to engage all students in learning. Assignments include weekly discussions, developing lesson plans and teaching part of a lesson, and a group project. The course aims to help students address the needs of diverse learners in their teaching.
Bus student handbook 2223.pdf
This document provides information for students at the School of Business at Temasek Polytechnic. It begins with the school's vision, mission and student profile. It then includes messages from the school director and management staff. The rest of the document outlines the academic calendar, student development approach, diploma courses offered, flexible academic system, student classification, academic progression, academic advising resources, attendance policies, examinations, codes of conduct, and other student resources and policies. The document aims to help orient new students to the School of Business and inform them of important academic and administrative matters.
Bus student handbook 2223.pdf
This document provides information for students at the School of Business at Temasek Polytechnic. It begins with the school's vision, mission and student profile. It then includes messages from the school director and management staff. The rest of the document outlines the academic calendar, student development approach, diploma courses offered, flexible academic system, student classification, academic progression, academic advising resources, attendance policies, examinations, codes of conduct, and other general student policies and services. The document aims to help orient new students to the School of Business and inform them of important academic and administrative matters.
So You Want To Go Back To School
Going back to school requires choosing the right program, school, and balancing responsibilities. Key decisions include pursuing a certificate or degree, choosing programs based on interests and career goals, researching accredited schools, and applying with thorough essays and references. Maintaining balance through support systems, dedicated study time, and financial planning is critical for adult student success.
2016-2017 CGSI 8th Grade Orientation Slides
This document provides an overview of the Carroll Gardens School for Innovation for the 2016-2017 school year. It lists the school staff and bell schedule. It describes the school's focus on mastery-based grading, project-based learning, and preparing students for high school. It outlines the school's behavior policies and expectations for student and parent involvement to help ensure student success.
Similar to Introduction to Institute! (20)
Digital Age College Planning Class Introductory Lesson
Digital Age College Planning Class Introductory Lesson
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
The Campus Community Life Cycle: From Admissions to Alumni
The Campus Community Life Cycle: From Admissions to Alumni
Engaging Parents As Career Advocates: Mobilizing Support Through An Online Co...
Engaging Parents As Career Advocates: Mobilizing Support Through An Online Co...
More from Reach for College!
Day 4_Session I_Critical Thinking
Critical thinking is defined in several ways in the document, including as an intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing and evaluating information from various sources to guide beliefs and actions (Scrivner and Paul, 1992); as a way of reasoning that demands adequate support of one's beliefs and an unwillingness to be persuaded without support (Tama, 1989); and as a conscious and deliberate effort process used to interpret and evaluate information and experiences with reflective attitudes and abilities that guide thoughtful beliefs and actions (Mertes, 1991).
Day 3_Session I_Using technology in your classroom
This document discusses strategies for engaging millennial students in learning. It notes that today's students have grown up surrounded by technology and expect to use it. While many teachers now use technology, students still lack opportunities to use it for learning. The document provides characteristics of millennial students and suggests strategies for teaching them, such as clear expectations, feedback, collaborative learning, reflection, and technology integration where appropriate. Specific strategies include asking open-ended questions, partner work, and consensus-building exercises. The document also shares free technology and lesson planning resources for teachers.
Day 2_Plenary Session_J Jackson
The document discusses the definitions of college readiness and career readiness. While the terms are often used interchangeably, there are some key differences. College readiness focuses more on the academic courses needed for postsecondary education, while career readiness emphasizes both academic skills and technical or job-specific skills needed for employment. Career readiness also places greater importance on skills like problem solving, communication, and adaptability that are valued by employers. Both require core academic skills in areas like math and English, but career readiness integrates these with technical and employability skills through experiences like internships or experiential learning.
Day 3_Session I_Using technology with students
This document provides instructions for setting up a wiki using Wetpaint for educational purposes. It outlines the three step process of creating an account, choosing a wiki style and name, and completing the account setup details. It then describes how to join Wetpaint Central for support and customize the wiki homepage and tabs. It also provides tips for using the wiki to share class materials, for teacher collaboration, and student projects involving research and aggregating digital information from multiple sources.
What does cri look like stallworth
College readiness refers to students having the skills needed to succeed in entry-level college courses. This includes critical thinking, research skills, and proficiency in reading and writing. Critical thinking involves skills like analyzing information thematically, making connections across texts, and developing positions based on evidence. Research skills include gathering meaningful information from sources to support an argument. Reading requires interacting with texts by asking questions and summarizing, while demonstrating understanding of literature genres. Strong writing employs proper grammar, expresses ideas concisely for the audience, and makes use of the writing process through drafting and editing.
Day 3_Session II_Using the RFC curriculum in your classroom
The document provides an overview of a session on using the Reach for College! curriculum to supplement classroom work and improve college and career readiness. It outlines objectives to learn how the curriculum enhances standards, classroom strategies to set goals and work toward them, and gives several specific lesson plans tested in classrooms incorporating the curriculum, such as setting goals, researching careers online, and creating a vision board.
Day 2_Session II_Increasing rigor_writing
This document provides an assessment chart for grading English A1 HL Written Paper One commentaries. It evaluates students on their:
A) Understanding of the text.
B) Interpretation of the text and exploration of ideas.
C) Appreciation of literary features such as diction, imagery, and style.
D) Presentation and organization of arguments.
E) Use of formal language, including grammar, vocabulary, and style.
Scores range from 0 to 5, with 5 being "Excellent" and demonstrating a perceptive understanding and analysis supported by carefully chosen examples and concise language.
Day 2_Session II_Increasing rigor_writing
This document outlines strategies for increasing student proficiency in persuasive writing to prepare them for college-level work. It discusses the importance of teaching persuasive techniques like creating a need, using loaded words, and appealing to emotion. Some strategies highlighted are engaging students with relevant texts, providing a toolbox of techniques to practice, allowing time for peer review and discussion, and giving comprehensive feedback to ensure improvement. The goal is to help students learn that with practice they can write persuasive essays by proving their points using these techniques.
Day 1_Plenary Session_Obstacles in College Readiness
The document discusses college readiness from a student perspective, including the path to college through AP classes, reading, writing and research papers. It outlines the support systems of guidance counselors, parents and peers that help students. It also examines what college readiness looked like through seminars, SAT prep, meetings with guidance counselors and resources from The College Board. Potential obstacles for students including conflicts with guidance counselors, peer pressure, financial costs and emotional challenges are acknowledged. Students are reminded that guidance counselors have a substantial effect on their decisions and should continue supporting students after high school graduation.
Day 3_Plenary Session_Using Naviance
Naviance is a college and career planning software that helps students, educators, and families. It provides tools for students to explore careers and colleges, build resumes and applications, and track the post-secondary process. Educators can use Naviance to monitor students' progress, provide insights on goals, and manage scholarships and applications. The software aims to increase collaboration, rigor, and transparency around post-secondary planning.
Day 3_Session II_Using the Reach for College curriculum in your classroom
This document provides information about a College Readiness Institute session on using the Reach for College curriculum. It outlines objectives of the session, including learning how the curriculum can supplement standards, understanding how it can be infused into classroom work, and learning strategies to help students set goals. Several classroom-tested strategies are then described, such as using the curriculum to supplement reading standards, implementing goal-setting activities, and building vocabulary and note-taking skills. Sample topics, activities, and lessons from the Reach for College textbooks are also summarized.
Day 3_Using DTN Website
Double the Numbers DC is a coalition working to increase the number of DC public and charter school students who graduate from high school, enroll in college, and graduate from college in a timely manner. The coalition's website provides resources to help students understand what it takes to get to college, including information about scholarships, step-by-step advice and checklists, and an interactive quiz about the education needed for different careers. The website also offers grade-by-grade checklists to help students stay on track to college graduation.
Day 5_Session II_Useful online resources
This document outlines an activity for students to research careers of interest. Students will identify 3-4 careers to explore based on a prior assessment, research the necessary education and skills for each, and determine if their own skills match. They will record the salary and job outlook for each career. Resources provided include O*NET and state workforce websites. Students will present their findings and be evaluated on clarity, visual aids, time management, collaboration, preparation, and developing a plan of action. The goal is for students to learn how to make an informed decision about their career path.
Day 3_Plenary Session_Using online resources
This document promotes the website www.doublethenumbersdc.org, which provides information and resources to help students figure out the education and income needed to support different lifestyles, such as owning a car, having an apartment, or eating out weekly. The website also offers advice from other DC students, step-by-step guidance for each grade, and information about scholarships and financial aid to help students get to and through college.
Day 2_Session I_Reciprocal teaching roles
The document describes a reading comprehension strategy called Reciprocal Teaching used by a high school teacher. In Reciprocal Teaching, students work in small groups taking turns assuming the roles of discussion leader, summarizer, questioner, or predictor to engage with a text. As each role, students discuss and question a section of text to improve comprehension before rotating to the next role and section. Sample role statements and questions are provided to model the strategy.
Day 2_Session I_Critical literacy strategies
The article argues that critical literacy is an effective approach for reading classrooms as it teaches students to question perspectives in texts and understand how societal influences can shape a text's message. It discusses how critical literacy moves beyond basic comprehension to have students examine issues of power, discrimination, and social justice present in texts. Examples are provided of lesson plans that get students to analyze how gender roles, stereotypes, and classism influence a text's construction of meaning.
Day 2_Session I_Critical Reading Powerpoint #1
The document provides an overview of a training session on increasing rigor and preparing high school students for college-level reading. The session objectives are to learn and apply direct reading instruction strategies to increase comprehension and create lesson plans using research-based strategies. The teaching strategies section outlines steps for instruction, shows an effective reading comprehension strategies video, and discusses strategy application, text selection, and resistance to development.
Day 2_Session I_Critical Reading Powerpoint #2
The document provides strategies for teachers to help students become strategic readers who can distinguish literal and implied ideas in texts, such as having students chunk texts into paragraphs and reflect on each chunk, teaching students how to make inferences, and modeling how to identify both the literal and implied meanings in passages. It also distinguishes between dependent readers who struggle with comprehension and strategic readers who actively engage with texts using various reading strategies.
Day 1_Session I_Standards and Alignment
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
Day 1_Session I_Standards and alignment between two educational levels
This document provides samples of student writing from kindergarten through 12th grade to illustrate how the Common Core State Standards are applied. It includes over 30 samples of argument, informative/explanatory, and narrative writing across various grades. The samples demonstrate the level of quality and conventions expected at each grade based on the Standards.
More from Reach for College! (20)
Day 3_Session I_Using technology in your classroom
Day 3_Session I_Using technology in your classroom
Day 3_Session II_Using the RFC curriculum in your classroom
Day 3_Session II_Using the RFC curriculum in your classroom
Day 1_Plenary Session_Obstacles in College Readiness
Day 1_Plenary Session_Obstacles in College Readiness
Day 3_Session II_Using the Reach for College curriculum in your classroom
Day 3_Session II_Using the Reach for College curriculum in your classroom
Day 1_Session I_Standards and alignment between two educational levels
Day 1_Session I_Standards and alignment between two educational levels
Introduction to Institute!
- 11. Are college- and career-readiness the same thing?
- 12. Are our students currently prepared for college and careers?
- 13. What does college/career readiness look like?
- 14. If our students are not currently prepared, what can we do to better prepare them?
- 15. What target goals should we have so we’ll know when we’ve attained them and been successful?
- 17. Why is college- and career-readiness important? Globally The US has fallen behind in the number of college graduates, now ranking 10th. President Obama has said that college and career-readiness should be the goal for all students.
- 18. Why is college- and career-readiness important? Locally In Washington, D.C., only 29% of students go to college and only 9% graduate. 70% of jobs in D.C. require some postsecondary education. Majority of D.C. young adults cannot get good jobs in their home town.
- 19. Why is college- and career-readiness important? For the Young People They will have a better shot at success and promotion in a career. They will be more likely to succeed in a postsecondary educational setting & graduate. They will be more likely to earn a living wage and be competitive for advancement.
- 22. So you can know you are doing everything you can to help your students be prepared for life and to succeed in whatever they undertake.
- 24. Ask questions when you don’t understand something
- 25. Be nice to and help each other
- 26. Do your homework (also in packet)
- 29. Quote for the DayDay 1 “A well-aligned curriculum [between high school and college] should help decrease college remediation rates . . .” (College Knowledge, p. 159)
- 30. HomeworkIn preparation for Day 2 In review of today’s discussions, please read about standards and alignment, pages 153-168. In preparation for tomorrow, please read pages 3-9, 38-40, 175-188. Peek at university work samples for English on pages 247-262, 303-306. Very important!Bring with you materials, books, standards or whatever will be helpful to you in order to create a unit or lessons in the workshops tomorrow that you will use in your teaching/work this fall.
- 31. CEU’s and Certification to teach freshman orientation at CCDC Attendance is important CCDC will award certification to be an adjunct professor for freshman orientation only with at least 80% attendance 30 hours of CEU’s will be awarded by RFC with the same attendance requirement Certificates and letters for the CEU’s will be given at the end of the Institute or by September 1.
- 34. Each presenter will give a 15 minute presentation
- 36. Sharing at end of day Choose someone in your group to share onebig idea that seemed to be, perhaps, the most important to come out of your session. What’s the Bigidea?
- 37. Share two or three other ideas that seem to support the Big idea Big idea Supporting idea Supporting idea
- 38. Questions? ? ? ?
- 39. Quote for the DayDay 1 “A well-aligned curriculum [between high school and college] should help decrease college remediation rates . . .” (College Knowledge, p. 159)
Editor's Notes
- Introductory notes.
- Objectives for instruction and expected results and/or skills developed from learning.
- Relative vocabulary list.
- A list of procedures and steps, or a lecture slide with media.
- Example graph/chart.
- A schedule design for optional periods of time/objectives.