The document outlines plans for a work group meeting to draft an accountability structure for Geneva 2020, a community partnership working to improve educational outcomes from cradle to career. The work group will review examples of accountability structures from other partnerships and discuss key questions to help design Geneva 2020's structure. Their deliverable will be a draft accountability structure to present to the broader partnership on April 9th. The structure should depict the roles and responsibilities of tables within the partnership, such as a leadership council, operations council, and collaborative action networks focused on improving specific outcomes.
This second webinar in the Network Leadership Webinar Series is brought to you by the Center for Creative Leadership, NYU Wagner, and the Leadership Learning Community.
Presenting is Chris Ernst from Juniper Networks.
Achieving Measurable Collective Impact with Results-Based Accountability - Mu...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
This presentation and all staff (125+) member conversation by the Bonner Network involved exploring how higher education service programs can incorporate more democratic community engagement. It also shared the evolving model for community partner capacity building and development. This session occurred at the Bonner Foundation's Fall Directors Meeting 2011. For more info see bonnernetwork.pbworks.com
The Joint Learning Network (JLN) is a key innovation and central part of The Rockefeller Foundation’s efforts to promote universal health coverage (UHC) in low- and middle-income countries (LMICs) under its Transforming Health Systems (THS) initiative (2009-2017). Launched in 2010, the JLN is a country-led, global learning network that connects practitioners around the globe, in order to advance knowledge and learning about approaches to accelerate country progress toward UHC. The JLN currently includes 27 member countries across Africa, Asia, Europe, and Latin America that engage in multilateral workshops, country learning exchanges, and virtual dialogues to share experiences and develop tools to support the design and implementation of UHC-oriented reforms. The core vehicles for shared learning and resource development under the JLN are technical initiatives, which are managed by several technical partners and organized around key levers for reaching UHC objectives.
This second webinar in the Network Leadership Webinar Series is brought to you by the Center for Creative Leadership, NYU Wagner, and the Leadership Learning Community.
Presenting is Chris Ernst from Juniper Networks.
Achieving Measurable Collective Impact with Results-Based Accountability - Mu...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
This presentation and all staff (125+) member conversation by the Bonner Network involved exploring how higher education service programs can incorporate more democratic community engagement. It also shared the evolving model for community partner capacity building and development. This session occurred at the Bonner Foundation's Fall Directors Meeting 2011. For more info see bonnernetwork.pbworks.com
The Joint Learning Network (JLN) is a key innovation and central part of The Rockefeller Foundation’s efforts to promote universal health coverage (UHC) in low- and middle-income countries (LMICs) under its Transforming Health Systems (THS) initiative (2009-2017). Launched in 2010, the JLN is a country-led, global learning network that connects practitioners around the globe, in order to advance knowledge and learning about approaches to accelerate country progress toward UHC. The JLN currently includes 27 member countries across Africa, Asia, Europe, and Latin America that engage in multilateral workshops, country learning exchanges, and virtual dialogues to share experiences and develop tools to support the design and implementation of UHC-oriented reforms. The core vehicles for shared learning and resource development under the JLN are technical initiatives, which are managed by several technical partners and organized around key levers for reaching UHC objectives.
OECD Expert Meeting "Lead-Engage-Perform, Public Sector Leadership for Improv...OECD Governance
Agenda for the OECD Expert Meeting "Lead-Engage-Perform, Public Sector Leadership for Improved Employee Engagement and Organisational Success (21-22 January 2014). More information can be found at: http://www.oecd.org/gov/pem.
The Power of ABCD and Results-Based Accountability for Greater Impact and Res...Clear Impact
Asset Based Community Development (ABCD) is a place-based framework pioneered by John McKnight and Jody Kretzmann, founders of the ABCD Institute at Northwestern University. ABCD builds on the gifts (skills, experiences, knowledge, and passions) of local residents, the power of local associations, and the supportive functions of local institutions to build more sustainable communities for the future.
This webinar is for participants interested in discovering how the frameworks of Asset-Based Community Development and Results-Based Accountability can be used together to help build stronger, safer, healthier communities and neighborhoods. You will learn how to build the relationships and accountability necessary to unlock the gifts of the residents, associations and organizations in a community. During this webinar you will hear stories of effective impact through the power of Asset-Based Community Development and Results-Based Accountability.
Webinar topics include:
Introduction to ABCD and RBA – Definitions & Principles
Examples of ABCD and RBA in action
Why place-based strategies and community engagement are critical
The roles of residents in building a stronger community
The new role of institutions – How institutions can use all their assets to build a stronger community
Tools for agencies – Leading by stepping back
Asset Mapping – Discover-Ask-Connect – From Mapping to Mobilizing
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Designing an Effective Knowledge Partnership ProcessOlivier Serrat
Knowledge partnerships are about joint purpose in the identification, creation, storage, sharing, and use of knowledge; sadly, the state of the art in creating, managing, monitoring, and evaluating them remains immature.
Achieving Measurable Collective Impact with Results-Based Accountability - Co...Clear Impact
Achieving Measurable Collective Impact with Results-Based Accountability - Common Agenda
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Stimulating Opportunity: An Evaluation of ARRA-Funded Subsidized Employment P...The Rockefeller Foundation
In 2009, in its efforts to stimulate the economy through the American Recovery and Reinvestment Act (ARRA), Congress included funding in the Temporary Assistance to Needy Families (TANF) Emergency Fund (EF) to help states cover the costs of creating new or expanding existing subsidized employment programs. All told, 39 states and the District of Columbia received approval to spend $1.3 billion of the Emergency Fund on subsidized employment programs. While the goals and structures of the TANF EF-supported subsidized employment programs varied from jurisdiction to jurisdiction, they generally sought to create job opportunities for unemployed individuals so that they could earn immediate income and build experience and skills. Many programs also sought to reduce the costs and risks to employers of hiring during a slack economy and to stimulate local economies. In a short period of time, states implemented large-scale programs, creating more than 260,000 subsidized jobs.
Achieving Measurable Collective Impact with Results-Based Accountability - Sh...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Whole systems change across a neighbourhood
How can we collaborate with people to help them build their resilience? Get under the skin of the culture and the lives people live. Identify people’s feelings and experiences of community and understand what people think is shaped by different values and by the environment and infrastructure around them. The future of collaboration could bring many opportunities but people find it more difficult to live and act together than before. How can we help people…and communities build their resilience? Understand people’s different situations and capabilities to develop pathways that help them build resilient relationships. Help people experience and practice change together. Help people grow everyday practices into sustainable projects. Turn people’s everyday motivations into design principles. Support infrastructure that connects different cultures of collaboration. Build relationships with people designing in collaboration for the future…now.
Critique 1You have great reflection. I could not concur mo.docxfaithxdunce63732
Critique 1
You have great reflection. I could not concur more with you on the importance of involving students directly and indirectly in the learning procedure and how it will facilitate teachers to assess the learner performance in their developmental phases. You noted that the teacher should focus on developing the learners’ capacity to perceive and appreciate things from different learning perspectives. I do agree with you, but how can we do that? I would like to know your opinion on this point.
Regarding to the memorization strategy of learning, memorization is one of the most difficult way for me to deal with. I could not memorize a lot and I can spend a night to memorize one passage. Till today, I could not find a way that makes me able to memorize more. It is really important that teachers and instructors understand that memorization for some students, like me, is very hard and sometimes impossible to memorize.
Critique 2
Meaningful learning occurs when learners are ready, and the materials are appropriate to the learners. If we don' t have any information about the learners, the materials we prepare for the learners might be useless. So I think knowing the readiness of the leaners is very important, and all the learners have different needs, that's why teaching learning strategies is very important. Even the leaners have exposed different learning and cognitive environment, they can choose a strategy we teach , which helps them experience meaningful learning.
Critique 3
I really liked your reflection and the way you clearly stated your opinion. I noticed that you didn’t talk about both Bruner’s and Vygotsky’s theories mentioned by Driscoll (2005), in this week’s chapter. I would love to read more about your opinion regarding these two important theories by these two great figures and maybe compare them with the model of Collins and Stevens.
Critique 4
“The teacher involve students directly in the learning process because this will help them appreciate their weaknesses” I was wandering if the students involve in the learning process how they will appreciate their weakness? I think no one appreciate his\her weakness all of us could appreciate our hard work but not our weakness. What do you think? You said, “Learning should not be viewed as a class an in-class process alone rather a lifelong process that takes places everywhere” I believe that what we have learned in any educational place should we benefit from it to solve the problems outside of educational place. However, you mentioned, ”The process of meaningful learning is an outcome of interaction of the teaching process, and the way the learner is receiving and processing the information” but do you think also that culture and social play important role to produce meaningful learning process?
I have Chosen Wayne Metropolitan Community Action Agency for Assignment this must be used for the assignment. Their website is www.waynemetro.org/we-can-help
I have already prepared a .
Presented at NCVO's Trustee Conference on Monday 11 November 2014.
The presentation was by Joy Dobbs, NCVO and Shehnaaz Latif, Charities Evaluation Service. These slides introduce and explore the Theory of Change approach.
To learn more about governance: http://www.ncvo.org.uk/practical-support/governance
To find out about NCVO's Trustee Conference: http://www.ncvo.org.uk/training-and-events/trustee-conference
OECD Expert Meeting "Lead-Engage-Perform, Public Sector Leadership for Improv...OECD Governance
Agenda for the OECD Expert Meeting "Lead-Engage-Perform, Public Sector Leadership for Improved Employee Engagement and Organisational Success (21-22 January 2014). More information can be found at: http://www.oecd.org/gov/pem.
The Power of ABCD and Results-Based Accountability for Greater Impact and Res...Clear Impact
Asset Based Community Development (ABCD) is a place-based framework pioneered by John McKnight and Jody Kretzmann, founders of the ABCD Institute at Northwestern University. ABCD builds on the gifts (skills, experiences, knowledge, and passions) of local residents, the power of local associations, and the supportive functions of local institutions to build more sustainable communities for the future.
This webinar is for participants interested in discovering how the frameworks of Asset-Based Community Development and Results-Based Accountability can be used together to help build stronger, safer, healthier communities and neighborhoods. You will learn how to build the relationships and accountability necessary to unlock the gifts of the residents, associations and organizations in a community. During this webinar you will hear stories of effective impact through the power of Asset-Based Community Development and Results-Based Accountability.
Webinar topics include:
Introduction to ABCD and RBA – Definitions & Principles
Examples of ABCD and RBA in action
Why place-based strategies and community engagement are critical
The roles of residents in building a stronger community
The new role of institutions – How institutions can use all their assets to build a stronger community
Tools for agencies – Leading by stepping back
Asset Mapping – Discover-Ask-Connect – From Mapping to Mobilizing
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Designing an Effective Knowledge Partnership ProcessOlivier Serrat
Knowledge partnerships are about joint purpose in the identification, creation, storage, sharing, and use of knowledge; sadly, the state of the art in creating, managing, monitoring, and evaluating them remains immature.
Achieving Measurable Collective Impact with Results-Based Accountability - Co...Clear Impact
Achieving Measurable Collective Impact with Results-Based Accountability - Common Agenda
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Stimulating Opportunity: An Evaluation of ARRA-Funded Subsidized Employment P...The Rockefeller Foundation
In 2009, in its efforts to stimulate the economy through the American Recovery and Reinvestment Act (ARRA), Congress included funding in the Temporary Assistance to Needy Families (TANF) Emergency Fund (EF) to help states cover the costs of creating new or expanding existing subsidized employment programs. All told, 39 states and the District of Columbia received approval to spend $1.3 billion of the Emergency Fund on subsidized employment programs. While the goals and structures of the TANF EF-supported subsidized employment programs varied from jurisdiction to jurisdiction, they generally sought to create job opportunities for unemployed individuals so that they could earn immediate income and build experience and skills. Many programs also sought to reduce the costs and risks to employers of hiring during a slack economy and to stimulate local economies. In a short period of time, states implemented large-scale programs, creating more than 260,000 subsidized jobs.
Achieving Measurable Collective Impact with Results-Based Accountability - Sh...Clear Impact
Partners from local, state and national initiatives are working together to understand how to meet the conditions of collective impact. Organizations often seek like-minded partners in order to reach common goals. Partnerships are formed. Meetings are held. But to what end? Stakeholders are convened from numerous programs aimed at support community well-being. These partnerships often find themselves continuing to focus on the outcomes for individuals, rather than on the collective impact of aligned partners throughout the community. Over time, meeting attendance falls and partners end up falling short of measurable results. What causes these well-intentioned efforts to flounder?
This workshop series will detail how partners and stakeholders can understand and implement the five conditions of collective impact by implementing the RBA framework. Each webinar will focus on a specific condition, allowing participants to have a deeper understanding of what it takes to practically apply RBA to meet that condition. The series will also include case studies that illustrate how partner organizations can align their efforts to achieve measurable community results with sustainable change. Participants are encouraged register for the full series, as each webinar will build upon the content from previous sessions.
Check out more videos and webinars on our website: https://clearimpact.com/resources/videos/
Whole systems change across a neighbourhood
How can we collaborate with people to help them build their resilience? Get under the skin of the culture and the lives people live. Identify people’s feelings and experiences of community and understand what people think is shaped by different values and by the environment and infrastructure around them. The future of collaboration could bring many opportunities but people find it more difficult to live and act together than before. How can we help people…and communities build their resilience? Understand people’s different situations and capabilities to develop pathways that help them build resilient relationships. Help people experience and practice change together. Help people grow everyday practices into sustainable projects. Turn people’s everyday motivations into design principles. Support infrastructure that connects different cultures of collaboration. Build relationships with people designing in collaboration for the future…now.
Critique 1You have great reflection. I could not concur mo.docxfaithxdunce63732
Critique 1
You have great reflection. I could not concur more with you on the importance of involving students directly and indirectly in the learning procedure and how it will facilitate teachers to assess the learner performance in their developmental phases. You noted that the teacher should focus on developing the learners’ capacity to perceive and appreciate things from different learning perspectives. I do agree with you, but how can we do that? I would like to know your opinion on this point.
Regarding to the memorization strategy of learning, memorization is one of the most difficult way for me to deal with. I could not memorize a lot and I can spend a night to memorize one passage. Till today, I could not find a way that makes me able to memorize more. It is really important that teachers and instructors understand that memorization for some students, like me, is very hard and sometimes impossible to memorize.
Critique 2
Meaningful learning occurs when learners are ready, and the materials are appropriate to the learners. If we don' t have any information about the learners, the materials we prepare for the learners might be useless. So I think knowing the readiness of the leaners is very important, and all the learners have different needs, that's why teaching learning strategies is very important. Even the leaners have exposed different learning and cognitive environment, they can choose a strategy we teach , which helps them experience meaningful learning.
Critique 3
I really liked your reflection and the way you clearly stated your opinion. I noticed that you didn’t talk about both Bruner’s and Vygotsky’s theories mentioned by Driscoll (2005), in this week’s chapter. I would love to read more about your opinion regarding these two important theories by these two great figures and maybe compare them with the model of Collins and Stevens.
Critique 4
“The teacher involve students directly in the learning process because this will help them appreciate their weaknesses” I was wandering if the students involve in the learning process how they will appreciate their weakness? I think no one appreciate his\her weakness all of us could appreciate our hard work but not our weakness. What do you think? You said, “Learning should not be viewed as a class an in-class process alone rather a lifelong process that takes places everywhere” I believe that what we have learned in any educational place should we benefit from it to solve the problems outside of educational place. However, you mentioned, ”The process of meaningful learning is an outcome of interaction of the teaching process, and the way the learner is receiving and processing the information” but do you think also that culture and social play important role to produce meaningful learning process?
I have Chosen Wayne Metropolitan Community Action Agency for Assignment this must be used for the assignment. Their website is www.waynemetro.org/we-can-help
I have already prepared a .
Presented at NCVO's Trustee Conference on Monday 11 November 2014.
The presentation was by Joy Dobbs, NCVO and Shehnaaz Latif, Charities Evaluation Service. These slides introduce and explore the Theory of Change approach.
To learn more about governance: http://www.ncvo.org.uk/practical-support/governance
To find out about NCVO's Trustee Conference: http://www.ncvo.org.uk/training-and-events/trustee-conference
Building Organizational Capacity Preview and FeedbackBonner Foundation
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
This paper is about establishing a voluntary, community and social enterprise (VCSE) sector Systems Leadership Group. This is one the initiatives that is being developed in response to some of the priorities identified by VCSE organisations through the Sector Led Plan engagement process.
Some of you will have been heavily involved in discussions in this area for others it will be entirely new. The paper is designed to try and explain the context, rationale and process for establishing the group.
Presentation from NCVO's Annual Conference 2011 on The Value of Intrafrastructure, a three-year England-wide initiative to support infrastructure organisations in plan, assess, improve and communicate their impact.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Today’s Agenda
• Welcome andintroductions
– GeneralGeneva 2020Updates (Hiring of a Program Coordinator, Steering CommitteeMeeting, April9
Convening)
– ThreeGeneva 2020Workgroups
– Deliverable: Draft a Geneva 2020Accountability Structure
• WhatisanAccountabilityStructure & whyis it important?
– Overview: Description of various rolesandtables
– Review: Examples from Albany, Yonkers, Cincinnati, Milwaukee
• Preparing for April9th – Discussion Questions
– Which ofthese resonate with this work group?
– Arethere existing structures/tables within Geneva 2020 that can be leveraged as partofour Accountability Structure?
– What kind ofvisual representation(s) will we propose tothe broader partnership?
– How will we build ourleadership table?
3. Our Deliverable …
Draft anaccountabilitystructure forGeneva 2020
thatwill be presented tothebroader partnership
on April9, 2015for their review andapproval.
4. Three Geneva 2020 Workgroups
• Communications:
– Craftvision andmission statements forGeneva 2020.
– Plan how tocommunicate that vision andmission tothe public.
• Governance:
– Chartthe accountability structure for Geneva 2020 that will function as the organizationalframework, depicting the
different tables within the partnership andincluding an outline ofthe rolesandresponsibilities ofeach table.
• Outcomes:
– Understand the points along the cradle tocareer education continuum that areproven to be key levers that need tobe
moved in order toachieve Geneva 2020’s vision andmission.
– Select Community Level Outcomes from across the cradle tocareer continuum andensure accountability tothe
community.
– Determine the indicators forthese outcomes, which arespecific measures that will be used totrack progress on
moving the community level outcomes.
5. Goals
Community
Level
Outcomes
Children enter
Kindergarten
ready to
succeed.
Core
Indicators
(Measures)
Students are
proficient in
core academic
subjects
Students
successfully
transition from
middle to high
school
Graduates attain
employment or
a post-secondary
credential
% of students
enrolling in post-
secondary 6
months after HS
graduation
% of students
assessed as ready
for school upon
entering
kindergarten
% of students
proficient in 3rd
grade ELA + % of
students proficient
in 4th grade Math
TBD
% of providers
receiving high-
quality professional
development
% of pre-k sites
using a research
based curriculum
and assessment
tool
% of after school
providers aligned
to the in-school
curriculum
% of providers
implementing PBIS
behavioral
intervention
TBD
% of students
completing FAFSA
% of students
applying to 1-3
colleges
% of students
taking the
PSAT/SAT
Students
graduate from
high school
TBD
TBD
Mission
Vision Albany will thrive when all of our children have an equal opportunity to succeed from cradle to career.
Inspired by a shared vision for improved educational outcomes, we use collaborative action and evidence-
based decision making to accelerate success for students.
The Albany Promise
6. Pillar 2:
Evidence
Based Decision
Making
Pillar 3:
Collaborative
Action
Pillar 4:
Investment &
Sustainability
Pillar 1: Shared
Community
Vision
A cross-sector
Partnership with a
defined geographic
scope organizes around
a cradle to career vision.
A cross-sector
leadership table is
convened with a
documented
accountability
structure.
The Partnership selects
community level
outcomes to be held
accountable for
improving.
The Partnership selects
core indicators for the
community level
outcomes.
The Partnership
commits to using
continuous
improvement to guide
the work.
An anchor entity is established and capacity to
support the daily management of the partnership is in
place.
The Partnership engages funders to support the
operations and collaborative work of partners to
improve outcomes.
Exploring Gateway
The Partnership formalizes
a set of messages that are
aligned and effectively
communicated across
partners and the
community.
7. The AccountabilityStructureis theorganizationalframework
thatdepicts thedifferenttableswithinthe partnershipAND
includesanoutline ofthe roles andresponsibilitiesofeach table.
It describes theprocesses, people andsupportsnecessarytofunctioneffectively.
What is an AccountabilityStructure?
8. Accountability structuresprovide:
- Clarity
•Around roles & responsibilities
•Around decision making and authority
- Organization
•Organizesthe work to improve effectiveness and efficiency
• Outlines an organized work-flow
- Communication
•Visual of what a cradle to careerpartnership looks like
Whyis an Accountability Structure important?
10. Anchor Entity:
Is a neutral partner,well-founded in the community. Their primaryresponsibilities include bringing key leaders together tobuild
strong relationships within the partnership. The Anchor Entity is responsible for all external communication, maintains a data-
driven focus, andhas the capacity forthe Backbone staff whomanage the everyday operations of the partnership.
Backbone Staff:
Is a groupofindividuals whomanage the day-to-day operations ofthe partnership.
Leadership Council:
Is a groupofcross-sector, executive-level leaders from education, non-profit, philanthropic, business, civic, faith- based, and
community organizations that participate in the direction-setting ofthe partnership. Their primaryresponsibilities include
removing barriers (ex. political, operational orfinancial barriers),strategic decision-making, andhelping toconvene partners.
*Meets quarterlyand operates on consensus basis.
Rolesand Table Descriptions.
11. Steering Committee:
Is a smaller subset ofthe leadership council. This groupacts as an advisorygrouptothe leadership council by providingguidance
on key issues of the partnership.
*Meets morefrequently than the leadership council.
Operations Council:
Is responsible for coordinating the needs ofthe collaborative action networks with support toeach group,andprovides a
communication link tothe leadership council regardingthe workof collaborative action networks. They have an essential role in
the internal communications ofthe partnership.
*Meets monthly.
CollaborativeAction Networks (CANs):
Isa group of cross-sector practitioners and individuals who organizearounda single community-level outcome. This groupis
often formed around selected indicators. They develop a charter andaction plan with strategies toimprovean outcome.
*Meets biweekly
Rolesand Table Descriptions.
14. Detailing thedecision-makingrolesforspecific typesofdecisions helpsclarifytheroleandauthority
withinthatroleforeach table,aswell asstarttooutlinethework-flowwithinthe partnership.
Decide: determine the action to betake or the decision to bemade
Approve: final authority on a decision or action, support/agreement is needed fromthis group to take
action
Input: consultation is needed from this group before decisions are made
Execute: carries out the action once decision is made and approved
Decision-MakingRoles Defined.
15. PROs
• Clearvisual of accountability and authority
• Clearorganization of work-flow
• Commonlyused design, familiarity
Hierarchical Designs
CONs
• Canbe perceivedas ‘top-down’
• Could beconsidered bureaucratic
• Rigid-not organic
16. PROs
• Perceived to bemore inclusiveand less top-
down
• Eliminates the concept of an individual or group
being above or below another
ConcentricDesigns
CONs
• Decision makingand work-flow is less clear
• Reporting structure is less clear
19. EXECUTIVE COMMITTEE:
(10 members; meets monthly)
Implementwhat leadership team develops
LEADERSHIP TEAM:
(20-30 members; meets quarterly)
Guiding Principles: tolerant of mistakes;
respectful, no ideology, visionary, forward-thinking
• Champion vision
• Affirm direction
• Advocate for what works
• Promote and report
data / results
BACKBONE ORGANIZATION:
The Community Foundation
North Louisiana Accountability Structure - DRAFT
OPERATIONS TEAM:
(Ongoing)
• Provide recommendations for process and strategy
• Drive the implementation, oversight and support of the network and support teams
NETWORKS: Learning Communities Along the Cradle to Career Pipeline
Early
Childhood
K8 High
School
Post-
Secondary
Economic Civic Service
SUPPORT TEAMS: Provide advice, support and sustainabilityto each Network. Chairs serve on the Operations Team.
Data
Parent
Advisory
Youth
Advisory
Communications
Community
Outreach Funding
Policy /
Advocacy
20.
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25.
26. • Is thereanationalor NYSexample thatresonates?
• Whatkindofvisual representation(s)do wewanttoproposetoourbroaderpartnership?
• Are thereexisting structures/tablesthatcanbeleveraged as partofthe Geneva 2020’s
AccountabilityStructure?
• WhatshouldourAccountabilityStructurelooklike?
Work GroupDiscussion:
27. Thank You
We hopeto see everyone onApril 9,noon-4p.m.at the
Geneva 2020CommunityConvening
Hobart andWilliam SmithColleges
Editor's Notes
The NYS C2C Alliance at SUNY works to support those communities by sharing learnings, applying standards, offering technical assistance, and advocating for local, state and federal policy that will enable the partnerships to actually improve outcomes for their students.
The NYS C2C Alliance at SUNY works to support those communities by sharing learnings, applying standards, offering technical assistance, and advocating for local, state and federal policy that will enable the partnerships to actually improve outcomes for their students.