Change leadership. Area of change. Students, staff and setting. Goals and objectives. Plan of action. Strategic planning. Assessment. Resources needed. Professional development. Leadership impact.
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
District Conditions for Scale: A Practical Guide for Scaling Personalized Lea...Jesse Moyer
Over the years, there has been much focus on the elements of an innovative school. While this focus has helped to shape student-centered practice in classrooms, it has done little to move innovation beyond the school level, creating many “pockets of excellence” but very few systems of excellence. This paper discusses the conditions for success that a district should put in place to support the scaling of innovative learning environments throughout a K-12 school district.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
Change leadership. Area of change. Students, staff and setting. Goals and objectives. Plan of action. Strategic planning. Assessment. Resources needed. Professional development. Leadership impact.
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
District Conditions for Scale: A Practical Guide for Scaling Personalized Lea...Jesse Moyer
Over the years, there has been much focus on the elements of an innovative school. While this focus has helped to shape student-centered practice in classrooms, it has done little to move innovation beyond the school level, creating many “pockets of excellence” but very few systems of excellence. This paper discusses the conditions for success that a district should put in place to support the scaling of innovative learning environments throughout a K-12 school district.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
Every brand in every store is fighting for category leadership; design makes this possible. Here we explore the principles we believe you need to win on shelf
Politicas gubernamentales orientadas al área de la ciencia y la tecnologianayerlingmorillo
La ciencia y las herramientas de la tecnología son puestas al servicio del pueblo organizado para la resolución de sus problemas. La meta del Estado de construir el bienestar colectivo a través de la humanización de los procesos científicos, tecnológicos e industriales, acarrea nuevos retos, los cuales, deberán sumarse a los reconocidos avances y logros alcanzados por Venezuela en esta materia, donde lo primordial ahora es lograr una sinergia entre el pueblo, la ciencia y la tecnología, históricamente desvinculados, a consecuencia de un pensamiento que colocaba estos renglones inalcanzables para el común denominador.
SCSU Investment Club - Equity Research - report template Nick Gearhart
Equity Research report template I created for current students and future students in the SCSU Investment Club to utilize by placing research completed on stocks into this template. It aids in creating a more professional document to summarize research.
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
Roles And Responsibilities Of An Early Childhood Teacher
ISLCC Standards LinkedIn
1. As an educational leader, I have had the opportunity to develop skills demonstrated by
the following ISLLC standards
Standard 1
An education leader promotes the success of every student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by all stakeholders.
Functions:
A. Collaborativelydevelopand implement a shared visionand mission
B. Collect and use data to identify goals, assess organizational
effectiveness, and promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans
I developed and improved a data collectiontool to be used by regular education
teachers and special education teachers or administrators in order to implement a
team-based, student-focused IEP for students with disabilities, and other students
who may be struggling or at risk for failure in school. This tool was fully adopted
and continues to be used in multiple schools where I have had the opportunity to
work or serve in an administrative intern capacity. By using this tool, it has
facilitated more meaningful communication between regular educators, special
educators and administrators. The same form has been used with the
parents/guardians to gather information used in IEP, 504 and intervention
meetings. It enables all stakeholders to think ahead of the meetings of relevant
Present levels of performance and potential goals to work toward with the student.
Standard 2
An education leader promotes the success of every student by advocating,
nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
Functions:
A. Nurture and sustain a culture of collaboration, trust, learning, and
high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for
students
2. D. Supervise instruction
E. Develop assessment and accountabilitysystems to monitor student
progress
F. Develop the instructional and leadershipcapacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to
support teaching and learning
I. Monitor and evaluate the impact of the instructional program
In my internships, I observed the use of technology in effective and less effective
ways. I found some curricular tools that, when used appropriately, serve to
enhance, bolster, and individualize student learning for each student. One
particular piece of online software I was able to observe in use at multiple charter
schools has been a tremendous tool to bolster individualized academic
achievement. The success of this tool in Special Education settings in these charter
schools, led me to incorporate it into a traditional intermediate school setting. It
has since been adopted by not only all of the teachers in the Special Education
department, but also by teachers in the mainstream classes. The tools it provides
enable instant feedback to students and teachers with incentives and goals to work
toward; growth charts and analytics; curricula that are tied to the state CORE from
Kindergarten through 8th grade in nearly all subject matters; games and rewards;
and assessments for both placement as well as preparation for high-stakes state
testing. Since using this tool, students in these classes have seen an increasing rate
of on-task behavior, overall improvement in skills and progress toward academic
goals. Teachers have been able to work individually with students, helping them
progress at a rate that the student can maintain without being either overwhelmed,
or not being challenged. As students progress and master a particular subject or
grade-level course material, they can immediately move forward with the next
level. Mastery is the expectation of 80% or better in order to move forward. I have
observed students becoming motivated by the desire (and their discovered ability)
to achieve 100% on their tests and assignments. Teachers have more time to focus
on teaching individual students while spending less time on group lesson planning,
material’s preparation and grading.
Standard 3
An education leader promotes the success of every student by ensuring
management of the organization, operation, and resources for a safe, efficient, and
effective learning environment.
Functions:
A. Monitor and evaluate the management and operational systems
3. B. Obtain, allocate, align, and efficientlyutilize human, fiscal, and
technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributedleadership
E. Ensure teacher and organizational time is focused to support quality
instructionand student learning
At two separate schools and while interning at the School District Office, I was
able to review, consolidate and/or revise and implement a school-wide Emergency
Preparedness Plan. These plans required analysis of existing structures, procedures
and materials, and to evaluate their efficacy. The results were positive and
received well at each location. One particular school had two separate programs
involved with independent staff and student bodies. I had the opportunity to
engage the staff and administrations of both to complete the program.
Standard 4
An education leader promotes the success of every student by collaborating with
faculty and community members, responding to diverse community interests and
needs, and mobilizing community resources.
Functions:
A. Collect and analyze data and information pertinent to the educational
environment
B. Promote understanding, appreciation, and use of the community’s
diverse cultural, social, and intellectual resources
C. Buildand sustain positive relationships withfamilies and caregivers
D. Buildand sustain productive relationships withcommunity partners
The development of Emergency Preparedness Plans at a local Charter School, as
well as with two traditional public schools and the district office, enabled me to
gather data across a broad field, work with individuals at multiple levels of
administration, and community emergency responders.
I have also had the opportunity to work with local community groups and
organizations to coordinate the use of facilities, produce Shakespeare plays and
promote freedom-based, individualized education for students of diverse
backgrounds and abilities. I have been directly involved in the establishment of a
private commonwealth school to meet the needs of community members who have
chosen to provide the majority of their children’s education in a home setting.
These commonwealth schools serve as a place for students 12-18 to be mentored
in a classical-leadership education style, and for parents to develop their mentoring
skills and abilities. As a result of the networking opportunities I have had as a
leader, we have been able to connect multiple students with unpaid internships and
4. paid entry-level tech positions at community theaters where they have learned
valuable employable skills while implementing the knowledge gained at their
various schools.
Standard 5
An education leader promotes the success of every student by acting with integrity,
fairness, and in an ethical manner.
Functions:
A. Ensure a system of accountabilityfor every student’s academic and
social success
B. Model principles ofself-awareness, reflective practice, transparency,
and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of
decision-making
E. Promote social justice and ensure that individual student needs inform
all aspects of schooling
During my internship I was enabled to serve as a substitute for the principal while
he was away on an extended trip. During this time I was able to deal with multiple
student behavioral issues, work with parents and address concerns. I was able to
assist students who were having challenges attending class; resolve disputes and
investigate destructive behavior. I have had multiple opportunities to reflect on not
only the learning of students at the school, but also my own learning and progress.
In an effort to encourage reading at the school each teacher is reading books and
has opportunity to discuss them with others. I have had the opportunity to read
multiple books that have broadened my understanding of democracy, ethics and
diversity.
Standard 6
An education leader promotes the success of every student by understanding,
responding to, and influencing the political, social, economic, legal, and cultural
context.
Functions:
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting
student learning
C. Assess, analyze, and anticipate emerging trends and initiatives inorder
to adapt leadershipstrategies
5. As a leader, I have been becoming increasingly aware of the effects that compulsion has
had on education and the negative impact it has on students and society as a whole. My
master’s thesis researched and explored this topic with startling connections. I am an
advocate for school choice and a return to individual responsibility and accountability for
gaining an education. Much of our legislated rules regarding public education (and by
association all educational opportunities) remove the responsibility of gaining an
education from the individual and place that responsibility on the shoulders of the
teachers and school systems. I have been involved in establishing a private
commonwealth school association to aid and assist students who receive the bulk of their
education in a home setting. I have been involved in promoting and implementing sound
educational policies. While interning at a school district office, I was able to modify and
correct policies to reflect recent legislation regarding parental rights and responsibilities,
and the district’s relationship to home-schooled students. While interning at a charter
school, I was able to write and modify existing policies relative to homeschool and
attendance.