The document discusses Team Whero's inquiry into providing opportunities for "student voice" at Whangarei Intermediate School. It explores why student voice is important for learning, evaluating teaching, school improvement, developing student leadership, and shaping school culture. It also describes methods used to lead change, such as surveying students and teachers. While opportunities for student voice have increased, student understanding of its purpose has not, and further work is needed to fully embed it in classroom practice and culture.
The document discusses establishing a Student Leadership Council (SLC) to empower students and improve school culture. The SLC will focus on increasing parental involvement and attendance. A survey found most absences were due to illness, transportation, or family responsibilities. Students suggested rewards for attendance and more time between classes. The SLC will plan family events and monthly incentives to increase involvement and attendance. Challenges may include teacher buy-in and scheduling, but research shows student voice improves engagement and achievement.
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
The Ofsted report highlights several positive changes at the school. Pupils with special needs or who speak English as a second language are well supported and make good progress. Teaching has improved through coaching programs, literacy is well embedded, and questioning in lessons has gotten better. Behavior, attendance, and exclusions have all improved with strong new systems. The leadership has a clear vision and high morale. The school is now providing more effective support to help all groups of pupils to progress.
Rethinking Student Engagement in the Digital ClassroomD2L Barry
Presentation at the D2L Connection: South Carolina Edition on May 10, 2019 at Piedmont Technical College, Newberry Campus.
Presenters Lisa b Martin, Brad Griggs, and Rachel Hollaway, all of PTC.
Enhance Good Behaviour And Personality of Students Grade5 by Ashra and Nadia...Pakistan
This document outlines the methodology for a research project aimed at enhancing good behavior and personality in grade 5 students. It will use qualitative methods like observation and interviews. The research questions examine how behavior affects the classroom and what strategies can develop good behavior and personality. A literature review covered theories on educational psychology and behaviorism. The methodology will use reinforcement, analysis of student performance, cooperative learning, and teamwork. The significance is that behavior directly impacts learning, environment, and career prospects.
This document provides an overview of a presentation given by a school principal to staff. It includes:
- A karakia and mihi to open the presentation and acknowledge those present.
- An overview of the principal's whakapapa and background.
- A waiata about the importance of love inherited from ancestors.
- Discussion of the school's vision, values, leadership priorities, and strategic focus areas like achievement, curriculum, pastoral care and professional learning.
- Self-reflection exercises for staff to consider their strengths and areas for growth in aligning with the school's priorities.
The principal emphasizes the importance of unity, cultural responsiveness, high expectations, and collective work
MO SW-PBS Summer Institute 2009 Keynote by Dr. Tim LewisNanci Johnson
Dr Tim Lewis' Keynote "Are We There Yet?", for the Missouri Schoolwide Positive Behavior Support Summer Institute 2009. Discussion of key features in school and districwide SW-PBS implementation as well as information regarding the dissemination of SW-PBS in the state of Missouri.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
The document discusses establishing a Student Leadership Council (SLC) to empower students and improve school culture. The SLC will focus on increasing parental involvement and attendance. A survey found most absences were due to illness, transportation, or family responsibilities. Students suggested rewards for attendance and more time between classes. The SLC will plan family events and monthly incentives to increase involvement and attendance. Challenges may include teacher buy-in and scheduling, but research shows student voice improves engagement and achievement.
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
The Ofsted report highlights several positive changes at the school. Pupils with special needs or who speak English as a second language are well supported and make good progress. Teaching has improved through coaching programs, literacy is well embedded, and questioning in lessons has gotten better. Behavior, attendance, and exclusions have all improved with strong new systems. The leadership has a clear vision and high morale. The school is now providing more effective support to help all groups of pupils to progress.
Rethinking Student Engagement in the Digital ClassroomD2L Barry
Presentation at the D2L Connection: South Carolina Edition on May 10, 2019 at Piedmont Technical College, Newberry Campus.
Presenters Lisa b Martin, Brad Griggs, and Rachel Hollaway, all of PTC.
Enhance Good Behaviour And Personality of Students Grade5 by Ashra and Nadia...Pakistan
This document outlines the methodology for a research project aimed at enhancing good behavior and personality in grade 5 students. It will use qualitative methods like observation and interviews. The research questions examine how behavior affects the classroom and what strategies can develop good behavior and personality. A literature review covered theories on educational psychology and behaviorism. The methodology will use reinforcement, analysis of student performance, cooperative learning, and teamwork. The significance is that behavior directly impacts learning, environment, and career prospects.
This document provides an overview of a presentation given by a school principal to staff. It includes:
- A karakia and mihi to open the presentation and acknowledge those present.
- An overview of the principal's whakapapa and background.
- A waiata about the importance of love inherited from ancestors.
- Discussion of the school's vision, values, leadership priorities, and strategic focus areas like achievement, curriculum, pastoral care and professional learning.
- Self-reflection exercises for staff to consider their strengths and areas for growth in aligning with the school's priorities.
The principal emphasizes the importance of unity, cultural responsiveness, high expectations, and collective work
MO SW-PBS Summer Institute 2009 Keynote by Dr. Tim LewisNanci Johnson
Dr Tim Lewis' Keynote "Are We There Yet?", for the Missouri Schoolwide Positive Behavior Support Summer Institute 2009. Discussion of key features in school and districwide SW-PBS implementation as well as information regarding the dissemination of SW-PBS in the state of Missouri.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
1. The document discusses student engagement and involving students in decision making at school. It provides different levels of student influence over decisions, from simply informing students to actively including students in planning and decision making.
2. The document advocates checking assumptions with students and developing student leadership capabilities. It provides examples of practices schools can use to gain student input, such as focus groups, student-led research, and reflective questioning techniques.
3. The challenges discussed include reviewing how student voices are considered in school policies and curriculum design, and building student capacity to contribute meaningfully to their own learning and school.
The document provides teaching tips from Donald J. Liu. It discusses 5 key elements of effective teaching:
1) Overcoming limitations by transforming weaknesses into strengths, such as compensating for being a non-native English speaker.
2) Engaging students through active learning techniques like using clickers and group work rather than solely lecturing.
3) Building rapport with students by learning their names and treating them with respect.
4) Seeking out new teaching methods and frontier areas, such as using classroom experiments with clicker technology.
5) Maximizing the "theater" aspect of teaching through strong preparation and presentation skills.
Slideshow from PedagooSW about student feedback on learning and the importance of creating a strong learning community in schools. Radical collegiality involves all students, all staff, all parents and carers.....
The document discusses transforming lives through learning and raising attainment for all students. It highlights the importance of having high expectations for all students, focusing on individual student progress, and closing attainment gaps between advantaged and disadvantaged students. It provides strategies for improving learning outcomes, such as focusing on early literacy, using data to inform curriculum design, identifying barriers to learning, and implementing evidence-based interventions. The goal is pursuing excellence and equity so that poverty does not determine students' academic performance.
This document provides an overview and guide for online teaching. It covers topics such as why active learning is essential for virtual classrooms, how to plan and design online courses, best practices for synchronous and asynchronous teaching, engaging students online, strategies for online learning, and assessing students remotely. The guide contains six parts that discuss these topics in more detail and provides tools and examples for instructors on creating effective online learning experiences.
One teacher leads instruction while the other circulates and assists
students as needed. This allows for more individualized attention.
Parallel: Both teachers lead small groups of students through the same lesson
simultaneously. This allows for a lower student-teacher ratio.
Station: Students rotate between stations, each manned by one of the teachers.
This allows for differentiation and multi-modal instruction.
Team: Both teachers share the instruction of students equally, bouncing ideas
and responsibilities fluidly between them. This models collaboration.
Options:
Co-teaching
Student
Collaboration
5th Annual Conf. | Measuring what we valueWholeeducation
The document summarizes findings from Ofsted reports on PSHE education in schools. It found strong correlations between schools rated highly for overall effectiveness and those rated highly for PSHE education. Schools with good PSHE programs saw pupils develop strong personal and social skills, independence, and pride in their school. However, many teachers lacked training in teaching sensitive PSHE topics, and leadership and management of PSHE required improvement in many schools. When done well, PSHE education supports pupils' achievement and development.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
This inspection found Samworth Church Academy to be a good school that has improved rapidly since the previous inspection. The summary highlights that:
1) Student achievement has improved, with good progress now being made across most subjects including English and math.
2) Teaching quality has strengthened significantly due to leaders effectively sharing expertise through school partnerships.
3) However, the sixth form requires improvement as courses do not fully meet student interests and abilities.
This document provides summaries from various learning communities at Ohio State University's University Center for the Advancement of Teaching's Celebration of Teaching event in 2017. It includes summaries from faculty who participated in communities on course design, the graduate teaching fellows program, teaching orientation facilitation, internationalizing curriculum, and a mid-career and senior faculty learning community. The summaries highlight what faculty learned from participating, strategies they implemented, and how it impacted their teaching and sense of community.
This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
So, you want to do work-based learning at your school?Andrew Steinman
Is your district interested in integrating employer-based learning experiences for your high school students? Do you want to start or bring back a work-based learning (WBL) program for your schools? Join us on March 24th from 3-4 PM for a live webinar to hear from local district coordinators and their experiences with WBL. Topics covered include:
- the different types of WBL opportunities;
- key components of a WBL program;
- examples of school-WBL programs in Kent County from local coordinators; and
- must-have resources to get you started in developing your program.
204. Who are you and what do you want? Creating Student Learning Profiles
All students benefit from the availability of a variety of methods and supports and an appropriate balance of challenge and success. I learn who my students are and what they want by developing student profiles. The profiles help me design instruction and support for students with varying abilities.
Presenter(s): Franchetta Beckford
Location: Auditorium III
Race Brook School Annual Report 2013 2014Lynn McMullin
The first 10 slides of this presentation are from a student presentation on PBIS given on December 9, 2013. The slides which follow are Principal Mike Gray's Annual Report also given the same night.
The document discusses priorities for Scottish primary schools, including improving consistency in teacher judgement of CfE levels, closing attainment gaps, and the importance of school leadership and parental engagement in achieving excellence and equity for all students. Standardized assessments and moderation within and across schools are seen as important ways to improve consistency, while literacy interventions and developing student self-belief are highlighted as means of reducing attainment gaps.
This document provides an overview and summary of Graeme Logan's presentation at the Leading Edge 2016 Conference on transforming lives through learning. The key points are:
1) Logan discusses progress made so far in Scotland's Attainment Challenge to close attainment gaps, and emerging practices that are proving effective.
2) He emphasizes the priorities of excellence and equity, raising attainment for all students while providing selective intervention to close gaps. Generic improvement plans alone will not close gaps.
3) Looking ahead, Logan advises schools to be ambitious and believe in their ability to make a difference through working together to close attainment gaps.
Afternoon session, Skills for Work - Edinburgh, 25.11.15AHDScotland
This document provides information about career education and its importance. It discusses how career education helps students develop career management skills, learn about the world of work, and make informed choices. The document outlines a career education standard and journey from ages 3 to 18. It discusses benefits like improved student outcomes, motivation, and social mobility. Research evidence demonstrates benefits such as higher academic achievement, graduation rates, and economic returns. The document advocates starting career education early and emphasizing partnerships between schools, Skills Development Scotland, parents, employers, and others. It provides an example of career education activities at Preston Street Primary School involving visits, conferences, CV writing, and more.
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
1. The document discusses student engagement and involving students in decision making at school. It provides different levels of student influence over decisions, from simply informing students to actively including students in planning and decision making.
2. The document advocates checking assumptions with students and developing student leadership capabilities. It provides examples of practices schools can use to gain student input, such as focus groups, student-led research, and reflective questioning techniques.
3. The challenges discussed include reviewing how student voices are considered in school policies and curriculum design, and building student capacity to contribute meaningfully to their own learning and school.
The document provides teaching tips from Donald J. Liu. It discusses 5 key elements of effective teaching:
1) Overcoming limitations by transforming weaknesses into strengths, such as compensating for being a non-native English speaker.
2) Engaging students through active learning techniques like using clickers and group work rather than solely lecturing.
3) Building rapport with students by learning their names and treating them with respect.
4) Seeking out new teaching methods and frontier areas, such as using classroom experiments with clicker technology.
5) Maximizing the "theater" aspect of teaching through strong preparation and presentation skills.
Slideshow from PedagooSW about student feedback on learning and the importance of creating a strong learning community in schools. Radical collegiality involves all students, all staff, all parents and carers.....
The document discusses transforming lives through learning and raising attainment for all students. It highlights the importance of having high expectations for all students, focusing on individual student progress, and closing attainment gaps between advantaged and disadvantaged students. It provides strategies for improving learning outcomes, such as focusing on early literacy, using data to inform curriculum design, identifying barriers to learning, and implementing evidence-based interventions. The goal is pursuing excellence and equity so that poverty does not determine students' academic performance.
This document provides an overview and guide for online teaching. It covers topics such as why active learning is essential for virtual classrooms, how to plan and design online courses, best practices for synchronous and asynchronous teaching, engaging students online, strategies for online learning, and assessing students remotely. The guide contains six parts that discuss these topics in more detail and provides tools and examples for instructors on creating effective online learning experiences.
One teacher leads instruction while the other circulates and assists
students as needed. This allows for more individualized attention.
Parallel: Both teachers lead small groups of students through the same lesson
simultaneously. This allows for a lower student-teacher ratio.
Station: Students rotate between stations, each manned by one of the teachers.
This allows for differentiation and multi-modal instruction.
Team: Both teachers share the instruction of students equally, bouncing ideas
and responsibilities fluidly between them. This models collaboration.
Options:
Co-teaching
Student
Collaboration
5th Annual Conf. | Measuring what we valueWholeeducation
The document summarizes findings from Ofsted reports on PSHE education in schools. It found strong correlations between schools rated highly for overall effectiveness and those rated highly for PSHE education. Schools with good PSHE programs saw pupils develop strong personal and social skills, independence, and pride in their school. However, many teachers lacked training in teaching sensitive PSHE topics, and leadership and management of PSHE required improvement in many schools. When done well, PSHE education supports pupils' achievement and development.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
This inspection found Samworth Church Academy to be a good school that has improved rapidly since the previous inspection. The summary highlights that:
1) Student achievement has improved, with good progress now being made across most subjects including English and math.
2) Teaching quality has strengthened significantly due to leaders effectively sharing expertise through school partnerships.
3) However, the sixth form requires improvement as courses do not fully meet student interests and abilities.
This document provides summaries from various learning communities at Ohio State University's University Center for the Advancement of Teaching's Celebration of Teaching event in 2017. It includes summaries from faculty who participated in communities on course design, the graduate teaching fellows program, teaching orientation facilitation, internationalizing curriculum, and a mid-career and senior faculty learning community. The summaries highlight what faculty learned from participating, strategies they implemented, and how it impacted their teaching and sense of community.
This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
So, you want to do work-based learning at your school?Andrew Steinman
Is your district interested in integrating employer-based learning experiences for your high school students? Do you want to start or bring back a work-based learning (WBL) program for your schools? Join us on March 24th from 3-4 PM for a live webinar to hear from local district coordinators and their experiences with WBL. Topics covered include:
- the different types of WBL opportunities;
- key components of a WBL program;
- examples of school-WBL programs in Kent County from local coordinators; and
- must-have resources to get you started in developing your program.
204. Who are you and what do you want? Creating Student Learning Profiles
All students benefit from the availability of a variety of methods and supports and an appropriate balance of challenge and success. I learn who my students are and what they want by developing student profiles. The profiles help me design instruction and support for students with varying abilities.
Presenter(s): Franchetta Beckford
Location: Auditorium III
Race Brook School Annual Report 2013 2014Lynn McMullin
The first 10 slides of this presentation are from a student presentation on PBIS given on December 9, 2013. The slides which follow are Principal Mike Gray's Annual Report also given the same night.
The document discusses priorities for Scottish primary schools, including improving consistency in teacher judgement of CfE levels, closing attainment gaps, and the importance of school leadership and parental engagement in achieving excellence and equity for all students. Standardized assessments and moderation within and across schools are seen as important ways to improve consistency, while literacy interventions and developing student self-belief are highlighted as means of reducing attainment gaps.
This document provides an overview and summary of Graeme Logan's presentation at the Leading Edge 2016 Conference on transforming lives through learning. The key points are:
1) Logan discusses progress made so far in Scotland's Attainment Challenge to close attainment gaps, and emerging practices that are proving effective.
2) He emphasizes the priorities of excellence and equity, raising attainment for all students while providing selective intervention to close gaps. Generic improvement plans alone will not close gaps.
3) Looking ahead, Logan advises schools to be ambitious and believe in their ability to make a difference through working together to close attainment gaps.
Afternoon session, Skills for Work - Edinburgh, 25.11.15AHDScotland
This document provides information about career education and its importance. It discusses how career education helps students develop career management skills, learn about the world of work, and make informed choices. The document outlines a career education standard and journey from ages 3 to 18. It discusses benefits like improved student outcomes, motivation, and social mobility. Research evidence demonstrates benefits such as higher academic achievement, graduation rates, and economic returns. The document advocates starting career education early and emphasizing partnerships between schools, Skills Development Scotland, parents, employers, and others. It provides an example of career education activities at Preston Street Primary School involving visits, conferences, CV writing, and more.
The document contains information about Topdanmark, a Danish insurance company. It discusses Topdanmark's history, strategy, mission, employees, financial performance, job opportunities, and an annual report. Some key points include:
- Topdanmark was founded in 1898 and merged with another company in 1985. It focuses solely on insurance and has a distribution agreement with Danske Bank.
- Its strategy is to improve the customer experience and promote personal and professional development for employees.
- It insures one fourth of Danish citizens and half of Danish farmers. The company aims to adapt its insurance products to modern customers.
- Topdanmark has over 2,500 employees and aims to attract and retain qualified
El documento anuncia un mercadillo solidario cuyos fondos se destinarán a ayudar a una niña en Honduras, incluirá un banco de alimentos y un árbol de deseos para otros niños, con el objetivo de desear un próspero año 2017.
The document summarizes several major terrorist attacks that have occurred globally and in South Asia between 1945 and 2009. It describes the 2008 Mumbai attacks in India in greatest detail, where 10 coordinated shootings and bombings across Mumbai killed 164 people. The attacks primarily targeted locations in South Mumbai, including train stations, hotels, a hospital, and Jewish community center. The document also briefly mentions the Hiroshima and Nagasaki attacks in 1945, Punjab terrorism in the 1980s-1990s, the 2001 attacks on the World Trade Center and Pentagon, and a 2009 attack in Lahore.
Rohit Vijay Bapat's resume summarizes his education and professional experience in software development. He has a MS in Mechanical Engineering from Missouri University of Science and Technology and a BE in Mechanical Engineering from University of Pune. His experience includes roles at Tata Consultancy Services, Mindware Engineering, SigmaTEK Systems, and Vaal Triangle developing CAD/CAM and shopfloor software. He has strong skills in C++, C#, Delphi, and CAD tools like AutoCAD, ProE, and NX.
WSU-Puyallup EdAd 516 September 25 Class Notesailenebaxter
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University Puyallup Campus in fall 2014. It includes:
- Contact information for the course director, Ailene M. Baxter
- Topics that will be covered like leadership, supervision of instruction, culturally responsive teaching
- Course objectives, assignments, expectations
- Readings from authors like Glickman and Ginsberg on related subjects
- Details about assignments like shadowing a student and reflecting on educational beliefs
The syllabus outlines the essential information students need about the course, including the educational frameworks and theories that will be examined related to leadership, adult learning, and culturally responsive
The document discusses learner agency and facilitating it in schools. It defines learner agency as giving students choice, control, challenge and opportunities for collaboration to increase motivation and engagement. The document outlines 10 conditions to support learner agency, including having the learner at the center; building relationships; responsive cultural practices; distributed leadership; teaching as inquiry; appropriate curriculum and pedagogy; assessment for learning; developing assessment capabilities; leveraging technology; and innovative learning environments. Examples of schools facilitating learner agency through practices like must-do/can-do activities, goal setting, learner choice and self-evaluation are also provided.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
The document provides an overview of values education in the Philippines throughout history. In pre-colonial times, Filipinos valued diplomatic skills and survival skills. During Spanish colonial rule from the 16th to 19th centuries, the Spanish dominated the Filipinos and imposed Catholicism. In the American occupation in the early 20th century, the Americans established new political, economic and educational systems to control the Filipinos. Currently, values education aims to develop students' character and morality through various teaching approaches.
This document discusses teaching strategies and cultural competencies used at South Otago High School. It outlines the Teaching as Inquiry model and the Effective Teaching Profile which includes elements like Manaakitanga, Mana motuhake, and Ako. Culturally responsive tools mentioned include building relationships through the He Kakano model, using feedback/feed-forward, and reciprocal teaching. The document emphasizes that developing teacher-student relationships is important for learning and discusses strategies like focusing on a group of students and their achievement through inquiry.
The document discusses factors that contribute to increasing learner commitment and motivation. It identifies 10 key areas including positive relationships with teachers, support from parents and peers, inspiring learning experiences, and supportive assessment processes. The goal is to design a curriculum that develops these factors and enables learners to commit to learning through excitement, engagement, motivation and success. Suggestions include involving learners in constructing their own learning and making learning relevant, interesting and focused on effort and attitude.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus. It outlines the course details, including the instructor Ailene Baxter's credentials as the Director of Human Resources for the Puyallup School District. The document discusses theories of leadership, supervision, and culturally responsive teaching. It describes assignments such as shadowing a student to learn about their school experience and planning instructional improvements. The goal is to help students develop strengths-based approaches to teaching and leadership that motivate all learners.
The document discusses using assessments to drive instruction. It describes using pre-assessments to understand students' prior knowledge and designing assessments that involve students and parents. Formative assessments like questioning and observations during play are used to guide instruction and ensure it meets students' individual needs. The goal is for assessments to continually inform instruction and for students to become self-directed learners.
This is the presentation for a paper presented by Kate Timms-Dean and Jenny Rudd (Otago Polytechnic) at the National Tertiary Learning & Teaching Conference 2011, in Nelson, New Zealand.
The presentation provides a pedagogical framework for Māori learner engagement based on tikanga Māori (Māori custom) and models such as strengths and empowerment theories.
Timms-Dean, K., & Rudd, J. (2011, October). Engaging Maori learners [PowerPoint slides]. Paper presentes at the National Tertiary Teaching & Learning Conference 2011, Nelson, New Zealand.
The school purposes in curriculum developmentMica Navarro
This document discusses different levels and types of educational objectives. It defines objectives as specific, measurable targets that advance a school towards its goals. Objectives are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thought processes like knowledge, comprehension, and evaluation. The affective domain relates to values, attitudes, and appreciation. The psychomotor domain refers to physical skills. Educational objectives must be specific, observable, and able to verify achievement within a given timeframe and conditions.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus in the fall semester of 2014. It lists the instructor as Ailene M. Baxter, the Director of Human Resources for the Puyallup School District. The syllabus outlines the course objectives, assignments, expectations, and topics to be covered throughout the semester, including leadership and supervision of instruction, culturally responsive teaching practices, student shadowing experiences, and using intrinsic motivation to engage all students in learning.
(1) This portfolio describes Amparo Onatra's implementation of new classroom management strategies in her second and fifth grade classes at Bosanova Public School in Bogota, Colombia.
(2) The strategies, which included organizing students into teams, establishing clear rules and routines, using symbols to get students' attention, and incorporating peer and self-assessment, aimed to create a safe, collaborative learning environment and improve student behaviors and learning.
(3) Based on her observations, Amparo found that the new strategies were successful in generating a more positive atmosphere in the classroom and motivating students to participate and improve their academic efforts.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
The document discusses the creation of a shared vision for Stanley Avenue School. It outlines the process of gathering input from staff, students, past pupils, and parents to identify what is important for students to learn before leaving the school. This included whole-class discussions and feedback sessions. The collated input was grouped under common headings and helped inform the school's learner dimensions, which focus on students striving to succeed, being team players, thinkers, inquirers, and ensuring their well-being.
This dissertation examines the impact of the Cultivating Awareness and Resilience in Education (CARE) program on a group of 11 preschool and elementary school teachers. The CARE program uses mindfulness practices and emotional skills training to reduce stress and improve teaching effectiveness. Teachers participated in a 14-hour training over 2 days plus a 2-hour follow up. Qualitative interviews found that CARE increased teachers' awareness, ability to "step back" from stressful situations, understanding of students, and relationship skills. The results suggest CARE is effective for stress reduction and enhancing teacher-student relationships and classroom behavior.
The document discusses the role and experiences of itinerant deaf educators. It provides insights from a study of 20 master teachers who work itinerantly with deaf and hard of hearing students across different states and environments. The teachers described using technology like spreadsheets and online lessons to help manage their schedules and instruction across multiple locations. They also identified strategies to maximize direct instruction time like planning ahead and engaging students. Additionally, the teachers discussed how to promote student independence through organization, self-esteem, and advocacy. They emphasized the importance of collaboration through clear communication, respect, and support with general educators, families, and others on each child's team.
This document summarizes a presentation about the role of paraprofessionals in inclusive classrooms. It discusses how paraprofessionals are valuable assistants who help teachers meet the needs of diverse students. The presentation covers strategies for student success, validating paraprofessionals' skills, and their significant role in facilitating inclusion.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Student Voice is about Learning . Research tells us that students learn more effectively when taught by peers (Batty, Rudduck, & Wilson 2000).‘Student voice’ is a partnership, where students learn through self and peer reflections. Flutter 2006, states that when students plan educational activities their investment, ownership, and consequent learning is greatly increased. Co-constructing the learning experiences and the success criteria empowers students to feel part of the learning process. The Inquiry process allows for student-led research, where students pose more effective questions (Fielding & Bragg 2003). Students will be more engaged when the context is realistic and they have opportunities to authentic learning.
Student Voice is about Evaluating Teaching . When students are given opportunities to evaluate lessons as partners and give direct feedback to the teachers, classroom teaching can be more effective. Both students and parents are key stakeholders in education – it makes sense to include the voices that education is intended to benefit, in research on education reform. (McIntyre, Pedder, & Rudduck 2005). Case studies discuss cases where students observe lessons along side teachers to give a student perspective on how a lesson is delivered. Other examples are of student voice being heard within the appraisal programme through oral informal conversations or structured surveys. School activity and teacher evaluations are more authentic and valuable when students are central evaluators and assessors of data (Dorman & Adams 2004).
Student Voice is about School Improvement . Students need to be placed at the centre of the learning community where leaders in education actively listening to their ideas and feedback. School improvement can meet needs more effectively when students are engaged as partners (Mitra 2005). By empowering students in the decision making, they will feel they have more of an investment in school improvement (Cervone & Cushman 2002). McLaughlin & Mitra 2003, state that listening to student voice can encourage adult leaders to make important decisions and effectively prioritize decisions in schools. Student voice on the BOT or open access to the Senior Management Team, strengthens trust in the partnership between students and adults. Policy-making is more effective when students are partners in the process (Evans and Anthony 2001).
Student Voice is about Developing Leaders and Promoting Citizenship . When students are given opportunities to take on leadership roles they are building life skills to prepare them for the future. Student involvement leads to significant gains in youth development goals (Mitra 2004, 2006). By supporting students’ social and emotional needs, schools provide a safer place and a more secure learning environment. Students are more inclined to take risks in their learning, when they feel their needs are met. Students actively involved in decision making both at a school community level and within their own learning pathway have a stronger sense of belonging. They begin to see themselves as part of the community with a right to actively participate. Engaging student voice throughout education teaches young people the responsibilities required to be a citizen in a democratic society (Freire 2005).
Student Voice Affects the School Culture. When the ‘student voice’ is embedded in the culture of a school, ‘classrooms become mutually supportive for teachers as well as students’ (Cervone & Cushman 2002). Involving students in decision-making transforms the attitudes and systems that underlay the culture of organizations, schools, and communities
Student Voice is about Diversity. We encourage our students to celebrate the diversity within the school community. Schools need to seek out a representative ‘student voice’ that reflects the perspectives of all students. Engaging student voice can ensure cultural, racial, economic, and social diversity in school improvement efforts (Rubin & Silva 2003).
Student Voice is about Integrity. While students make up approximately 92% of any given school's population, the decisions in schools are routinely made by the remaining 8% who are adults (Harper, 2005).
Red Beach Primary School, Auckland Used the ‘student voice’ to unpack their vision of ‘lifelong learning’, but soon realized they needed to do more work with the students when the students were unable to define what learning was. After collecting the ‘student voice’ they decided there was a need to use the ‘Language of Learning’ explicitly with students. A year later they revisited the concept of ‘lifelong learning’, the students were now able to articulate examples of learning. Today Red Beach Primary has ‘student voice’ embedded into the school culture ‘in our quest to truly personalize learning for each and every one of our students, we continue to listen in depth to what they are saying. We do realize we have much to learn from these wonderful children and will keep working to ensure that they can be heard.’ (Red Beach Primary school, Auckland)
Tawa Intermediate School, Wellington Teachers designed an Inquiry using the big question ‘What goes through the minds of young learners as they prepare for an unknown future?’ Using a wiki called Kidspeak they collected the ‘student voice’. Following the process of inquiry students reflected on learning experiences and together they designed ‘Student Teacher Needs Guidelines’. The teachers responded to the collected ‘student voice’ by changing their practice to support the student findings.
Posed the inquiry question to my team at the beginning of the year. Brainstormed ways we currently provided opportunities for ‘student voice’. Discussed further opportunities we could provide opportunities for ‘student voice’. Shared resources and readings to support the development of the team. Shared good practice and success stories at team meetings. Observed teaching using the formal appraisal system. Collected evidence, cross referencing planning, assessment and workbook evidence Surveyed the students. Discussed the results of the surveys with the teachers. Interviewed and videoed students about initiatives and opportunities teachers have provided.
Talent Portfolio used to collect and personalise learning to support ‘student voice’ Designed as part the WIS GATE Indentification this tool collects information on students and their prefered learning style. It is designed to revisit with students each term and add further information. At present it is not used as a whole school however it is a great way to capture ‘student voice’.
Goal setting in the team was based on the KC using assessment evidence to target key acedemic areas Students wrote a goal for each KC Student led ‘Student / Parent / Teacher Interviews’ in Term 1 & Term 3, sharing the goals. Parent agreed on the goal and teachers explained how they could all support the learning to reach the goal. Our school key competencies had a lot of student voice.
Ways in which students can: choose their own learning pathway critically assess their own learning and identify the next step in their learning learn from each other learn from authentic tasks that have relevance to their world ALL of these occur only after very precise modelling and introduction of all knowledge required for the tasks Room 2: AS We call it the WALT and it is co-constructed by myself and the students during the lesson. they are used for EVERYTHING and clearly recorded in books under the date. “ I got room 2 to come up with a peer assessment task for talking to a buddy in Maori about body parts. They co-construct the WALT and success criteria” Amy
The Team held a Team Event for parents sharing what the KC’s look like in Team Whero. We divided each KC and each class took on a KC. The students were responsible for organising the event, presenting to parents, creating visual aids and setting up the room. In Term 1 I scaffold to students the structure of Team Assemblies. From Term 2- 4 each class takes it in turns to run the whole assembly. They set up and create the visual aids to support the assembly.
Cyber bullying unit This unit used Netsafe as a scaffold to learn about different forms of cyber bullying. The students then got into groups and designed story boards with an authentic audience, Team Assembly. The students all produced very powerful videos or power points that had a far greater impact than a teacher standing in front of assembly with the same message.
The Team planned a Winter sports Unit that was led by the students. Teachers modeled the structure of a good P.E session and explained to the students the planning process. They then created a timetable for 4 students at a time to run P.E sessions. The students would usually choose a sport they had a strength or interest in. They take turns in teaching P.E lessons where they create the plan for the warm up, skills and game. Students take full leadership during the lesson. After each session time is given to reflect on the P.E session as a whole class. Again this is run by the students. One teacher in the team took it one step further and videoed each session. She then shared the video in a ‘Google Doc’, and placed key questions for students to reflect on.
Team Sport For Team Sport Year 7 & 8 students are mixed into 5 groups. We asked keen students to nominate themselves as Team Captains / Mentors. They then wrote a speech and presented it to the Team in Assembly. The students voted on the Team Captains. We then used these students to support and lead the team at sporting events. They were also used as mentors.
WRITTEN LANGUAGE Groupings designed to aid self and peer assessment Students taught commend / recommend statements to use in mixed ability literacy circles (3 or 4 students) to give constructive feedback on each others writing for both surface and deeper features. Buddy Writing - tasks where able and less able writers are paired. The more able writer must listen to the ideas of the less able and put these ideas into correct and eloquent written language Buddies are used in other situations like Reading or Unit
Peer Assessment is used in different ways across the team. We have a whole school writing rubric where students peer assess. In these examples the teacher has designed a checklist to reinforce the structure of the genre. The students tick as they work through the checklist. They then comment at the end of the piece on how they can improve next time.
Google Docs are used a lot within the team to collect ‘student voice’. Examples include sharing a document with the class before a School Council Meeting to collect ideas on certain issues. Using a video of a student led P.E session and getting the students to reflect on each aspect of the session with key questions posed by the teacher to develop further learning. Using website or reading as a discussion point to get students to add their ideas. Especially in a more sensitive subject like puberty. Google Docs are also used to assist planning when co-constructing ideas and in team planning with the teachers.
Inquiry is a focus within the team and we are trying to create opportunities for students to co-construct their questions and have an element of choice. You do not know what you do not know, so teachers create rich tasks or ‘rev’ the students up with a big question or learning experience. Teachers still provide students with the required knowledge and skills they require to access each step of the inquiry process.
Room 4 Science Unit “ IS THE AIR REALLY THERE?” UNIT (material world) After essential knowledge gained of what matter is and its properties students could choose a demonstration of any kind (mostly using youtube science as inspiration) that would prove that the air is really there even if we can’t see it
Whangarei Intermediate School Feedback and Feed-forward Survey Learning Activities 1) How does your teacher share with you what you are learning about? 2) How do you know what your teacher is looking for when they set you off on a task? 3) While you are completing tasks how do you know if you are on the right track to achieving what you are learning about? 4) Once you have completed your task what ways are there to check you have completed all that is required to demonstrate your learning? Teacher Feedback / Feed-forward 1) What do you think is meant by the words feedback and feed-forward? 2) In what ways do your teachers give you feedback or feed-forward about your work? 3) In your experience, what is the most useful way to receive feedback or feed-forward to help you complete your work to a higher standard? 4) How does your teacher let you know if you have achieved what you set out to learn? 5) How does your teacher let you know how to improve your work next time? Self / Peer Feedback and Feed-forward 1) Do you get the opportunity to reflect / think about whether you have achieved what you set out to learn? If so, how does your teacher allow you to do this? 2) Do you get the opportunity to write down how well you think you have achieved a task once you have completed it? 3) Do your peers / classmates give you feedback or feed-forward about your work? If so how does this occur in your class? 4) Do you receive written feedback and feed-forward from your peers? Next Step of Learning 1) How do you know how to improve in your work? 2) How do you know what level you are working at in each subject? 3) Do you know which level the average student at your age should be working at? 4) How do you know how to improve your work to get to the next level? 5) When you complete a test or assessment task, how you receive feedback and feed-forward? Goal Setting 1) Do you set goals in your class? 2) Do you share your goals with your parents / caregivers? 3) What are your current goals? 4) Do you regularly review your goals with your teachers?
Culture: As a team we have the skills to develop and implemement the shared goal and vision to provide more opportunities for ‘student voice’. 3 out of 5 team members had worked together in the past and the team already had a culture in which team work was expected and valued. Pedagogy: We all fostered the quality of ‘Ako’, we all participated in learning together, through action research. We explored links between teaching practice and pedagogy. Systems: We have a culture at WIS of sharing best practice. The model I used for change had been used successfully in the past and I particularaly liked the way it builds relational trust as we all participate in the learning journey. Partnerships & Networks: The middle and senior management team at WIS are on the Leadership and Assessment contract. This professional development, along with my professional learning on NAPP all supported me with leading change.
In a team of 5 teachers, only 1 teacher has remained constant. Leading change has not been a simple process. When all 5 components are present, complex change can occur. However when reflecting on how I managed the change I did not address all components when we had new members join us or had team members on leave, which has led to frustration and confusion in some cases. I believe I established relational trust with my team, however I did allow distractions that occurred along the journey to blur my vision. The change is occurring however it is more gradual than it would be if I had managed all components.
Formal appraisal observations of teaching all demonstrated use of WALT / WILF Cross referencing planning, assessment and bookwork indicated that student voice was present however it was not embedded in everyday practice. At the end of Term 1 & Term 2 I used the ‘Open to Learning Conversation’ model to discuss the evidence I had seen and teachers were able to discuss their action plans openly for where ‘Student Voice’ was present and where there were gaps in practice. The survey I designed was very open and tried to avoid leading questions. The results did not show that ‘student voice’ was embedded in practice in an explicit way. I presented the analysis of the surveys at a team meeting and discussed the fact that many of the respondents had still placed the teacher at the centre of decision making when learning experiences were designed. We discussed how appraisal evidence and evidence in paperwork analysis demonstrated we were including the ‘student voice’ in practice, however there was a need to makes links with the students and to be more explicit about why we were implementing change.
All the teachers in the team have embraced the experience and changed some form of practice to support ‘student voice’ in the learning opportunities they provide for their students. All teachers have had success stories to share, where they have been visibly excited at the student reaction to including them more in the planning, teaching assessment or reflection process. A shared understanding that allowing for ‘student voice’ promotes engagement in and enjoyment of learning.
When we explicitly talk to the students about ‘student voice’ and ask them to discuss examples they were positive about their experiences. They could brainstorm ways ‘student voice’ was present in their day to day learning experiences. The student survey however demonstrated that they do not understand the pedagogy of why these experiences support them in their learning. It is my summary that whilst we have provided lots of opportunities for ‘student voice’ to be present in the learning experiences, student thinking has not shifted to a ‘partnership’ in the learning process. I therefore believe it is more about embedding ‘student voice’ in the culture of the team to enable them to make the links between practice and pedagogy. I also believe as teachers we should not under estimate the ability students have to understand and therefore we need to be more explicit as to why we are changing our practice.