Leandro finance work group draft recommendationsEducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
Leandro assessment accountability work group draft recommendationsEducationNC
The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
Leandro finance work group draft recommendationsEducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
Leandro assessment accountability work group draft recommendationsEducationNC
The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
The document outlines 9 draft priorities for the Commission on Access to Sound Basic Education Principal Work Group:
1. Align administrator preparation standards with national standards and require full-time, year-long internships with stipends for students seeking administration certification.
2. Ensure administrator training covers early childhood development, social-emotional needs, support staff roles, teacher retention, and collaborative leadership.
3. Expand the Principal Fellows program by tying internship stipends to experience and ensuring no pay loss during internships.
4. Scale high-quality principal preparation partnership programs like NELA and TP3 so every district has at least one, focusing on recruiting and supporting a diverse pool of administrators.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
Leandro teachers work group priorities - September 2019EducationNC
This document provides recommendations from a Teacher Work Group regarding staffing North Carolina schools with qualified teachers. It recommends:
1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
4. Eliminating the teaching pay penalty over 5 years and providing differentiated compensation for teachers in high-need fields/schools
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
This document summarizes the Enhanced Basic Education Continuity Plan of Baliwasan Senior High School Stand-Alone in Zamboanga City for School Year 2021-2022. It outlines the school's best practices, challenges, and interventions in areas like learning delivery, learning resources, learning modalities, and health protocols. Key points include mapping learners' locations and needs, providing orientation on distance learning, producing self-learning materials both printed and digital, upskilling teachers, and ensuring safety measures like disinfection and developing a support system for COVID-19 cases. The school implements a blended modular distance learning approach supplemented by a school portal while addressing needs like a shortage of teachers and high repetition rates through recommended policies
This document reports on a study that assessed learning achievement in three types of BRAC schools in Bangladesh: BRAC Primary Schools (BPS), BRAC Community Schools (BCS), and BRAC Formal Primary Schools (BFPS). The study found that students performed best in BFPS, followed by BCS and BPS. BFPS students performed best in most subject areas. Gender differences were larger in BPS. The study identified several reasons for the performance differences, including differences in economic status of students, teacher qualifications, teaching resources, and time spent in school between the school types. Recommendations focused on increasing time in BPS, improving teacher training and recruitment, and enhancing teaching resources across school types.
14. teacher training under the sarva shiksha abhiyanBrinal Lopes
The document discusses teacher training under India's Sarva Shiksha Abhiyan (SSA) program. It outlines SSA's emphasis on building teacher capacity through regular in-service training programs. SSA provides up to 20 days of annual training per teacher, with 10 days at the block resource center level and 10 days at the cluster/school level. It also provides 30 days of induction training for newly recruited teachers and 60 days of training for untrained teachers. The training covers pedagogical issues and child-centered teaching methods. National guidelines developed by NCERT recommend a "split up" 10-day training model with classroom observation and experience sharing. States have developed training modules focused on subjects, active learning methods,
In a thirty year period UAE developed a public national education system which is parallel to Western countries’ hundred year effort for education establishment.
Education has turn into a main concern in the UAE.
Modern economic and social infrastructure growth is provided by applying vast resources in health, education, and social welfare.
This operational plan aims to increase enrollment, improve student welfare, and develop faculty. Key strategies include intensive enrollment campaigns, upgrading facilities, strengthening guidance services, offering scholarships, and providing faculty development opportunities. Success will be measured through indicators such as enrollment numbers, student satisfaction ratings, and the percentage of faculty completing doctoral programs. Regular monitoring and evaluation of activities will allow corrective measures to ensure goals are achieved.
Draft recommendations of the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
Leandro early childhood work group priorities - September 2019EducationNC
Changes to the recommendations from the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education are in red.
School Base Management (SBM) is a strategy to improve education by transferring decision making authority from state and district offices to individual schools. This gives principals, teachers, students, and parents greater control over the education process. SBM aims to develop a management system to ensure quality learning and give schools more autonomy and flexibility. Potential problems include increased workload for stakeholders, reduced efficiency, and lack of decision making skills, but SBM can lead to greater creativity, improved morale, and redirected resources to support school goals.
The K to 12 Program is the Philippine basic education program that adds two more years to the previous 10-year basic education cycle. It aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and better prepare students for employment, middle-level skills development, higher education, and entrepreneurship. Key features include universal kindergarten, a more relevant curriculum, the use of mother tongue-based instruction, integrated learning, and a specialized senior high school program with tracks for academics, technical-vocational, or sports and arts. Implementation began in 2012 with full nationwide rollout expected by 2022. [/SUMMARY]
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
The document outlines 9 draft priorities for the Commission on Access to Sound Basic Education Principal Work Group:
1. Align administrator preparation standards with national standards and require full-time, year-long internships with stipends for students seeking administration certification.
2. Ensure administrator training covers early childhood development, social-emotional needs, support staff roles, teacher retention, and collaborative leadership.
3. Expand the Principal Fellows program by tying internship stipends to experience and ensuring no pay loss during internships.
4. Scale high-quality principal preparation partnership programs like NELA and TP3 so every district has at least one, focusing on recruiting and supporting a diverse pool of administrators.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
Leandro teachers work group priorities - September 2019EducationNC
This document provides recommendations from a Teacher Work Group regarding staffing North Carolina schools with qualified teachers. It recommends:
1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
4. Eliminating the teaching pay penalty over 5 years and providing differentiated compensation for teachers in high-need fields/schools
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
This document summarizes the Enhanced Basic Education Continuity Plan of Baliwasan Senior High School Stand-Alone in Zamboanga City for School Year 2021-2022. It outlines the school's best practices, challenges, and interventions in areas like learning delivery, learning resources, learning modalities, and health protocols. Key points include mapping learners' locations and needs, providing orientation on distance learning, producing self-learning materials both printed and digital, upskilling teachers, and ensuring safety measures like disinfection and developing a support system for COVID-19 cases. The school implements a blended modular distance learning approach supplemented by a school portal while addressing needs like a shortage of teachers and high repetition rates through recommended policies
This document reports on a study that assessed learning achievement in three types of BRAC schools in Bangladesh: BRAC Primary Schools (BPS), BRAC Community Schools (BCS), and BRAC Formal Primary Schools (BFPS). The study found that students performed best in BFPS, followed by BCS and BPS. BFPS students performed best in most subject areas. Gender differences were larger in BPS. The study identified several reasons for the performance differences, including differences in economic status of students, teacher qualifications, teaching resources, and time spent in school between the school types. Recommendations focused on increasing time in BPS, improving teacher training and recruitment, and enhancing teaching resources across school types.
14. teacher training under the sarva shiksha abhiyanBrinal Lopes
The document discusses teacher training under India's Sarva Shiksha Abhiyan (SSA) program. It outlines SSA's emphasis on building teacher capacity through regular in-service training programs. SSA provides up to 20 days of annual training per teacher, with 10 days at the block resource center level and 10 days at the cluster/school level. It also provides 30 days of induction training for newly recruited teachers and 60 days of training for untrained teachers. The training covers pedagogical issues and child-centered teaching methods. National guidelines developed by NCERT recommend a "split up" 10-day training model with classroom observation and experience sharing. States have developed training modules focused on subjects, active learning methods,
In a thirty year period UAE developed a public national education system which is parallel to Western countries’ hundred year effort for education establishment.
Education has turn into a main concern in the UAE.
Modern economic and social infrastructure growth is provided by applying vast resources in health, education, and social welfare.
This operational plan aims to increase enrollment, improve student welfare, and develop faculty. Key strategies include intensive enrollment campaigns, upgrading facilities, strengthening guidance services, offering scholarships, and providing faculty development opportunities. Success will be measured through indicators such as enrollment numbers, student satisfaction ratings, and the percentage of faculty completing doctoral programs. Regular monitoring and evaluation of activities will allow corrective measures to ensure goals are achieved.
Draft recommendations of the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
Leandro early childhood work group priorities - September 2019EducationNC
Changes to the recommendations from the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education are in red.
School Base Management (SBM) is a strategy to improve education by transferring decision making authority from state and district offices to individual schools. This gives principals, teachers, students, and parents greater control over the education process. SBM aims to develop a management system to ensure quality learning and give schools more autonomy and flexibility. Potential problems include increased workload for stakeholders, reduced efficiency, and lack of decision making skills, but SBM can lead to greater creativity, improved morale, and redirected resources to support school goals.
The K to 12 Program is the Philippine basic education program that adds two more years to the previous 10-year basic education cycle. It aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and better prepare students for employment, middle-level skills development, higher education, and entrepreneurship. Key features include universal kindergarten, a more relevant curriculum, the use of mother tongue-based instruction, integrated learning, and a specialized senior high school program with tracks for academics, technical-vocational, or sports and arts. Implementation began in 2012 with full nationwide rollout expected by 2022. [/SUMMARY]
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
The budget proposal is for a 5-day in-service training from February 6-10, 2023 for 12 elementary teachers, 14 secondary teachers, and 1 school head at Palumbanes Integrated School. The training will focus on effective teaching strategies to help students recover from pandemic learning loss, including deeper knowledge of ELLN and PRIMALS. A total budget of 25,400 PHP is requested to cover training materials and supplies, meals and snacks for participants, and miscellaneous expenses, to be funded by the school's MOOE funds. The training aims to continually develop teachers' competencies through professional development activities.
1. The document discusses the BERMUTU program presented at a workshop in Gorontalo, Indonesia, which aims to improve education through reformed management and universal teacher upgrading.
2. The program's goals are to make Gorontalo municipality smart, healthy, creative, and environmentally-friendly, as well as stabilize development to achieve prosperity and independence.
3. Key elements of the BERMUTU program include reforming teacher education, improving teacher quality, renewing accountability systems, and improving monitoring and evaluation to enhance teacher performance and student achievement.
This document discusses teacher education and in-service training programs. It notes that teachers are the real builders of society as they enlighten individuals in various fields. Effective teacher education programs help teachers better understand students, build confidence and skills in methodology, psychology and more. In-service training is important for continuous professional development and helps improve instruction quality. Various methods are discussed for effective in-service training, including institutes, conferences, workshops and more. Both pre-service teacher education and in-service training are vital for teacher development and student success.
Help New Teachers Establish Themselves Professionallynoblex1
The involvement of higher education institutions in induction is less prevalent than it should be, given the promise these partnerships offer for improving teacher preparation by redefining the boundaries between college and K-12 classrooms. Sadly, the scarcity of this type of collaboration is a missed opportunity to provide new teachers a link between their pre-service and in-ser-vice teacher development and a missed opportunity for college faculty and school-based personnel to benefit from one another's expertise, open lines of communication, collaborate on projects, share facilities, and benefit in myriad ways.
Collaboration can take many forms and can include teamwork with one or more educational partners involved in supporting beginning teachers - the union, institutions of higher education, the local school board, parents, the state educational agency, the business community, and others.
District-university partnerships can offer benefits to new and experienced teachers alike, from a continued relationship with the university for the novice teacher/alumnus, to possible compensation (in the form of university course vouchers) for veteran teachers who serve as mentors.
If your induction activities are voluntary you will need to encourage new teachers to participate. Remember that new teachers often are overwhelmed by the heavy load they carry. Offer some of the following incentives:
- Extra planning time
- Money for materials
- Limited extracurricular duties
- Reduced workload
- Release time to observe other teachers
- Priority placement in staff development workshops
- Assistance toward earning a master's degree in the first or second year of teaching
- Continuing education credits toward district salary increments
Beginning teachers and mentors who volunteer to participate in the program are required to enroll in graduate courses tailored to their needs. Mentors and mentees visit each other's classes at least once per semester, hold weekly meetings in the fall, and meet at least twice a month in the spring. Experienced teachers who assume mentoring responsibilities do so in addition to their teaching duties.
You already may provide one or more induction program components: orientation activities to introduce novice teachers to your district; support systems, including mentors, to assist teachers as they develop; training in the form of courses, workshops, or ongoing professional development; and/or evaluation designed to foster teacher improvement and/or to determine a teacher's future with the district.
It is important to ensure that all aspects of your program relate to one another and address your district's particular needs. You will need to consider such issues as district standards for teachers and students, and the extent to which students from teacher preparation institutions are prepared to face the challenges in your schools.
Source: https://ebookschoice.com/help-new-teachers-establish-themselves-professionally/
Supervisors play a major role in developing teacher competence through staff development programs. These programs must focus on improving instruction and enhancing staff skills to meet organizational goals. Effective staff development encompasses all activities that promote professional growth, from pre-service education through in-service training. When developing staff training, districts should assess needs, involve stakeholders, set objectives, and evaluate outcomes to continuously improve instruction.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
continue nursing education unit 1st.docxkanwark781
This document provides information on continuing nursing education. It begins with definitions of continuing nursing education from various sources, emphasizing that it builds upon previous education. The document then lists several needs for continuing nursing education, such as keeping up with advances, career advancement, and meeting changing population needs. It also discusses features, functions, principles, and the planning process of continuing nursing education programs. In summary, the document outlines what continuing nursing education entails and its importance for nurses to enhance their practice and provide quality care.
North Topsail Elementary School Improvement Plan 2008-2009SJ Hughes
The document outlines North Topsail Elementary School's School Improvement Plan for 2008-2009. It discusses goals such as providing a safe learning environment, empowering students for lifelong success, and using 21st century teaching methods. It also lists specific strategies to meet goals like professional development for teachers, developing rigorous curriculum, and using technology to enhance learning.
Teacher Compensation and Advanced Teaching Roles RFP Grantees and FundingAnalisa Sorrells
The document outlines North Carolina's Request for Proposal for a pilot program to develop advanced teaching roles with increased compensation. It provides information on the timeline for submitting proposals, purpose of the pilot program, available funding of $1 million, proposal reviewers, and evaluation rubric. The goal is to allow highly effective teachers to take on additional roles and students to improve performance and provide salary supplements, while enabling innovative compensation models.
Draft National Education Policy- 2019 on Teacher Education,Teachers and Facultyjagannath Dange
This document summarizes key points from India's draft National Education Policy regarding teacher education. It outlines objectives to ensure high quality teacher training through 4-year integrated bachelor's programs. It proposes moving teacher education to multidisciplinary universities, establishing education departments, and increasing research. It discusses improving faculty quality by closing substandard programs and increasing funding. Continuous professional development and merit-based promotions are emphasized to retain outstanding teachers.
How To Get Started Improving Your Efforts To Support And Assess Novice Teachersnoblex1
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
This document discusses the need to improve school leadership through enhancing principal selection criteria, succession planning, and support. It notes that principal quality is second only to teacher quality in impacting student outcomes, yet many principals receive no training. The goals are for every school to have a high-performing principal focused on academic and non-academic student outcomes, and to strengthen the broader leadership team in schools. Selection criteria will shift from tenure-based to competency-based, principals will complete leadership training, and succession planning will identify and develop high-potential individuals. New principals will receive greater support and accountability for student results.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
The Board of Trustees approved the final draft of the Charting the Future document on November 20th. The Chancellor is seeking student feedback on priorities for implementing the plan over the next 3-4 years and will release the implementation strategy at the January Board meeting.
Similar to Leandro principals work group draft recommendations (20)
The document outlines North Carolina's STEM Plan for 2035. It summarizes recent progress in STEM education since the 2010 North Carolina STEM Education Strategic Plan. STEM occupations are projected to grow faster than non-STEM occupations due to demand for computer-related jobs and data-driven fields. However, Black and Hispanic workers remain underrepresented in STEM jobs and degree programs compared to their overall shares of the workforce and degrees earned. The document calls for transforming STEM education over the next decade through strategies like reinvesting in programs, supporting educators, redesigning schools, and increasing community support."
Hispanic student experiences with transferEducationNC
Steve Turner, dean of humanities and social sciences at Guilford Technical Community College, explores how participating in high-impact practices like study abroad and service learning impacted Hispanic students' transfer success.
The Department of Public Instruction oversees North Carolina's public education system from pre-K through 12th grade. Its goals are to eliminate opportunity gaps by 2027, improve school performance by 2027, and increase educator preparedness by 2027. It administers $15.6 billion in state and federal funds and supports over 1.5 million students and 117,000 teachers across North Carolina. The Governor's recommended budget increases funding for the Department of Public Instruction by 18.2% to focus on teacher compensation increases, baseline education investments ordered by the court, and other priorities to strengthen the state's public education system.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
February Superintendent SBE Report 1.12.23_347984yturdpaadaely1a0jhvpvg0k.pdfEducationNC
The document outlines North Carolina's Operation Polaris 2.0 plan to provide district and regional support with an equity focus on low-performing schools. It describes establishing regional support teams to provide academic, operational, and transformation support. This includes guiding school improvement, monitoring plans, and offering coaching for comprehensive and targeted support schools, with $12 million invested in the highest level of support. It also details programs like the Assistant Principal Accelerator and North Carolina Instructional Leadership Academy to build leadership capacity.
This document provides a summary of Educator Preparation Program (EPP) performance reporting for the February 2023 State Board of Education meeting. It notes that EPPs are required to submit annual performance reports and report cards are made available publicly. The document outlines data available on the NCDPI website, including enrollment numbers, license exam pass rates, and employer satisfaction surveys. It highlights some notable trends in the data, such as a 42% decline in new enrollments between 2021-2022. The document also examines admissions data more closely, finding declines in enrollment across most license groups and traditional routes seeing half as many new enrollments as alternate routes. It projects the impact of lower 2022 enrollment on future school year employment.
This annual report summarizes data on the state of the teaching profession in North Carolina for the 2021-2022 school year. It finds that the teacher attrition rate was 7.78%, down slightly from the prior year. Mobility rates also decreased slightly. Beginning teachers and TFA/VIF contract teachers had the highest attrition rates. Personal reasons remained the leading cause of teacher departures. Vacancy rates increased from the prior year, with the most vacancies in core K-5 subjects and exceptional children. The report provides historical data on attrition and mobility trends and analyzes results by region, experience level, and subject area.
CS K12 Legislative Brief House Ed January 2023.pdfEducationNC
North Carolina has been a leader in technology and education with institutions like Research Triangle Park and world-class universities. The state has taken steps to expand computer science education through initiatives like funding for teacher professional development and standards development. However, there is still work to be done as only around half of North Carolina schools currently offer computer science courses and just over half of students have access. Recent state actions like a grant providing coding education through Minecraft aim to further increase access to computer science across the state.
This document outlines legislative and policy priorities for 2023 from the North Carolina Association of School Administrators (NCASA). Key priorities include: providing compensation increases for all school employees, with a focus on critical shortage areas; expanding funding for student mental health support personnel; enhancing school safety support; ensuring adequate funding for high-need student populations and facilities needs; and reforming the state's school accountability system.
FTE STATE BOARD SLIDE DECK (1)_3448851rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes North Carolina's requirements to report public school student full-time equivalency (FTE) data disaggregated by enrollment in courses offered through different programs. It discusses the law requiring the Department of Public Instruction to submit an annual report on the number of students and FTE by each public school unit and grade from the prior year. The report must break down enrollment by courses offered directly by the public school unit versus through dual enrollment, joint programs, North Carolina Virtual Public School, higher education institutions, and nonpublic schools. The FTE is calculated using each student's total instructional minutes divided by 300. The annual report includes a summary tab with aggregate FTE data and a detail tab with student-level data dis
Government Affairs January 2023 SBE Budget Presentation (DRAFT)_3448671rr0isz...EducationNC
The document outlines budget priorities for the 2023 long legislative session. It includes 11 sections that detail funding requests across various initiatives, including digital teaching and learning, school connectivity, district operations, educator preparation, early learning, charter schools, financial services, learning recovery, and other support areas. Specific line item requests include funding for cybersecurity services, literacy programs, educator licensure replacement, career pathways, and more. The overall document provides budget details to support K-12 education priorities for the upcoming legislative session.
SBE Strategic Plan Discussion - January 2023_3445821rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes feedback from a November meeting of the North Carolina State Board of Education's Strategic Planning Committee regarding the Board's strategic goals, objectives, and components. It outlines next steps for a working group from the North Carolina Department of Public Instruction to further define metrics and data for tracking progress toward the goals. The working group will provide a draft update in February on recommendations for refining objectives and metrics based on available data, identifying relevant data elements, and ensuring the goals can be appropriately disaggregated and disseminated. The goals aim to eliminate opportunity gaps, improve performance, and increase educator preparedness by 2025.
This document summarizes a study conducted by the Education Policy Initiative at Carolina (EPIC) at UNC-Chapel Hill using funding from the Institute for Education Sciences. The study analyzes the impacts of the COVID-19 pandemic and summer extension programs on student outcomes in North Carolina. It finds that during the 2020-21 school year, students had more absences, lower grades, higher failure rates, and were more likely to be retained compared to pre-pandemic levels. Students who enrolled in summer 2021 programs had lower test scores and more failed courses pre-pandemic. However, these students were less likely to repeat failed courses than non-enrollees. The next steps are to examine 2021-22 outcomes and
Pathways -- Statutory and other changes for Pilot Program - January 2023 Draf...EducationNC
The document discusses the need to revise North Carolina's teacher licensure system through a pilot program. It outlines that statutory changes are required to authorize such a pilot program and exempt participating districts from certain existing licensure requirements. The State Board of Education has asked its Professional Educator Preparation and Standards Commission to recommend rules and policy changes to allow piloting of a new licensure framework. Legislative authorization establishing the pilot's parameters and exemptions is necessary to implement changes without violating current statutes.
States NOF Ex. A - Affidavit of Anca Grozav.pdfEducationNC
This 5-page document appears to be part of a court filing related to a case from 1995 in North Carolina. It includes standard header information across the pages such as the case number, filing identification number, and filing date. The document provides no other contextual details in the content of the pages submitted for summarization.
This document summarizes a report filed in the North Carolina Business Court regarding the remand of a school funding case by the North Carolina Supreme Court. The parties propose a schedule for the trial court to recalculate the amount of funds to be transferred for K-12 education in light of the state's 2022 budget and ensure continued constitutional compliance, as directed by the Supreme Court. The State Controller opposed the proposed schedule due to needing additional procedures for accurately handling any transferred money.
The Chief Justice of the North Carolina Supreme Court issued an order assigning a new judge, Judge James F. Ammons Jr., to preside over the case of Hoke County Board of Education et al v. State of North Carolina and the State Board of Education. This order replaces the previous assignment of Judge Michael L. Robinson, who stated in a letter that he could no longer preside over the case due to his responsibilities as a North Carolina Business Court judge. The new assignment is to address the order of remand from the North Carolina Supreme Court and attend to any other necessary matters until further notice.
Letter from Judge Robinson to Chief Justice Newby-2.pdfEducationNC
This is a case document from the North Carolina Business Court. It provides the case number 1995CVS1158 and refers to electronic court filing number 61, which was filed on December 29, 2022 at 2:37pm. The document relates to a legal matter before the North Carolina Business Court but does not provide any substantive details about the nature of the case or the parties involved.
The Joint Legislative Education Oversight Committee met on November 29, 2022 and:
1) Heard a presentation on the 2021-22 Excellent Public Schools Act from the NC Department of Public Instruction.
2) Received a summative evaluation of the Schools That Lead Networked Improvement Communities program and a reaction from Schools That Lead leaders.
3) Heard updates on the NC Promise Tuition Plan from the UNC System Chief Financial Officer and the Chancellor of Fayetteville State University.
The document proposes a new pathway model for teacher licensure in North Carolina consisting of 4 licenses - Apprentice Teacher (License I), Teacher in Residency Skill Development (License II), Adult Leadership (License III), and Classroom Excellence (License IV). It outlines proposed requirements, supports, and salaries for each license. Key discussion points include using micro-credentials to demonstrate competencies, defining evaluation measures, and ensuring supports are tailored to teachers' development levels.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leandro principals work group draft recommendations
1. 5/14/2019
Commission on Access to Sound Basic Education
Principal Work Group
Draft Priorities
1. Align the state’s school administrator preparation standards with the National Education
Leadership Preparation (NELP) standards from the National Policy Board for
Educational Administration.
2. Require full-time, year-long internships for students seeking a school administrator
certification and provide stipends and/or salaries for these students.
3. Ensure that school administrator training includes information on
Early brain development and appropriate practices for early childhood learning
Social-emotional needs of students
Role of specialized instructional support personnel (SISP) and how to effectively
leverage SISP in supporting student health and wellness.
4. Expand the Principal Fellows Program to provide more fellowships to more students and
ensure that program’s internship stipend is competitive so that high-quality candidates
will pursue the program by
Tying internship stipend amount to the fellow’s year of experience on the salary
schedule for assistant principals
Ensuring that fellows will not be subject to a loss in pay during their internship
year.
5. Scale preparation programs like the Northeast Leadership Academy (NELA) and the
Transforming Principal Preparation Program (TP3) so that every school district has a
partnership with at least one principal preparation program. These partnerships should be
focused on training potential school administrators selected by district leadership in high-
quality programs with a full-time, full-year internship.
6. Create a formal statewide mentorship program for beginning assistant principals and
principals. The program would provide opportunities for veteran principals on sabbatical
or recently retired principals to coach beginning school administrators.
7. Expand professional development opportunities for school administrators by providing
state and/or federal funding for existing professional development opportunities and for
the development of new professional development opportunities.
8. Revise the principal salary schedule with more of an emphasis on experience and to
provide more incentives for principals to pursue school leadership opportunities that best
meet their leadership strengths (such as remaining as an elementary school principal or
leading a low-performing school).
9. Revise the allotment formula for assistant principals to increase the number of state-
funded assistant principals in order to more effectively staff schools with administrators.