Life After Stage 5 - HSTW Presentation 4 8 2010 A
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See what Bowie High School in El Paso, TX is doing after it exits Stage 5 (academic probation). What direction does a school take when it loses state funding and additional resources won’t be available after it exits a state academic probation? Who gets the keys? What next? What can you do to keep your school competitive and successful? This presentation describes some of the strategies that will be adopted from High Schools That Work (HSTW). The strategies adopted by Bowie High School will be teacher driven and student focus. These strategies are recognize best practices that are research driven and proved to be effective at many schools with different demographics.
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Massachusetts Landfills Transfer Stations Compost Sites Jan 2011
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princ-prepprepprepprepprep prepprepprepprep -prez-2-20-09.ppt
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Christine suh friday
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BCPVPAconnecting leaders oct 22 2010 site
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George Pappas has over 20 years of experience in education including as a teacher, staff developer, and administrator. He holds multiple degrees including a BA in Economics, JD, and Masters in Elementary Education. He is currently the Alumni Director and Director of Planned Giving at Landon School where he also teaches and coaches. Previously he worked for Montgomery County Public Schools for over 8 years in various roles. He has received many awards and certificates for his work in education and equity.
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24Tennessee State UniversityDepartment of Teaching & Lea.docx
24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goal.
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Ofsted Report 2015.PDF
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Linking Literacy between Primary and Secondary: The Mutual Benefits - Jen Fie...
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Tle agri i annex a
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In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
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The document provides an overview of the teacher appraisal system being developed in response to state legislation. Key aspects include:
1) The system is being designed by a committee using the Danielson Framework for Teaching model to evaluate teachers based on observations, student growth data, and professional development goals.
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3) Student growth will be calculated using value-added models for state-tested subjects and district-created learning targets for non-tested subjects, accounting for at least 40-50% of evaluations initially.
4)
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