This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".
View the presentation from Dr. Harvey Silver where he the presented the 10 elements of the Thoughtful Classroom Framework, giving you strategies to create dialogue between teachers and administrators and to strengthen professional practice. Approved in New York, New Jersey, and Michigan, Dr. Silver’s simple framework provides profound rubrics and frameworks.
Learn more about this webinar at http://www.schoolimprovement.com/resources/webinars/thoughtful-approach-to-classroom-observations/
Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey S...School Improvement Network
Read through the slides presented by Dr. Harvey Silver of Silver Strong & Associates during a webinar on January 23, 2012, hosted by School Improvement Network. Dr. Silver talked about the Thoughtful Classroom Teacher Effectiveness Framework, a tool used for effective classroom teacher observations and walkthroughs.
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".
View the presentation from Dr. Harvey Silver where he the presented the 10 elements of the Thoughtful Classroom Framework, giving you strategies to create dialogue between teachers and administrators and to strengthen professional practice. Approved in New York, New Jersey, and Michigan, Dr. Silver’s simple framework provides profound rubrics and frameworks.
Learn more about this webinar at http://www.schoolimprovement.com/resources/webinars/thoughtful-approach-to-classroom-observations/
Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey S...School Improvement Network
Read through the slides presented by Dr. Harvey Silver of Silver Strong & Associates during a webinar on January 23, 2012, hosted by School Improvement Network. Dr. Silver talked about the Thoughtful Classroom Teacher Effectiveness Framework, a tool used for effective classroom teacher observations and walkthroughs.
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
Balanced Leadership: Leadership at all levelsCASDANY
A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.
This is an example report generated by the SLN online teaching self-assessment survey for experienced online faculty found at http://sln.suny.edu/teachingsurvey
This survey is open for use by anyone interested in improving the quality of their online course.
As the school year begins, here’s a look at the growing stake businesses have in education reform. Partnerships between business and education have an important place in solving the talent gap, but not in the way most executives expect.
Balanced Leadership: Leadership at all levelsCASDANY
A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.
This is an example report generated by the SLN online teaching self-assessment survey for experienced online faculty found at http://sln.suny.edu/teachingsurvey
This survey is open for use by anyone interested in improving the quality of their online course.
As the school year begins, here’s a look at the growing stake businesses have in education reform. Partnerships between business and education have an important place in solving the talent gap, but not in the way most executives expect.
Collective capacity building involves the increased ability of edu.docxmccormicknadine86
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
The formats and content vary depending on the district focus, but three features of the capacity building approach have demonstrated a strong impact in bo ...
Session Focus:
“The most valuable resource that all teachers have is each other. Without collaboration, our growth is limited to our perspectives.” Robert John Meehan
Win-Win Situation
Win-win in Education
Essential Characteristics of creating a Win-Win Climate
Strategies for building a win-win situation
Using technology in connecting with colleagues
Implication and impact on Students learning.
Reflecting on your journey with the NZ Curriculum "Mapping future directions"...CORE Education
Presentation from Julia Atkin's recent breakfast seminar with CORE Education - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar
Literacy National Standards - Getting Creative CORE Education
Jill Hammonds from CORE Education shows teachers in New Zealand how to take a creative approach to teaching Literacy under National Standards. The discussion considers what Literacy in the 21st century is, and how teachers can utilise information communication technologies (ICTs) to ensure that children develop good literacy, visual, digital, and information skills.
National Goal 4 - Building leadership capacityCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results related to this goal from the ICT PD Annula Survey 09, and discussion questions.
National Goal 4 Building Leadership Capacity For Strategic Planning IncreasedCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.
National Goal 2 - Capacity To Improve Student OutcomesCORE Education
A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.
National goal 3 - professional learning communities
1. Professional learning communities
To what extent does
your cluster operate as
an active and
supportive professional
learning community
that shares resources?
2. Self-review rubric
National Goal Three - Strengthen professional learning communities
and increased collaboration within and across schools
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Positive School community School community School community School community There are
relationships has no knowledge is aware of the has reviewed the has developed transparent
or understanding importance of current systems guidelines and systems and
of how to build developing and identified a strategies that procedures within
positive positive number of encourage positive the school that
relationships. This relationships. strategies which interactions within foster positive
is reflected in the There has been will be the school in order relationships. All
culture of the discussion on how implemented to to develop better people in the
school. best to develop develope positive relationships. school community
these relationships. These are recalled feel valued and
relationships or revisited in trusted. This
within the school. group situations. results in
successes and
failures being
readily shared.
Everyone feels
able to contribute
when solving
issues.
3. Self-review rubric
National Goal Three - Strengthen professional learning communities
and increased collaboration within and across schools
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Sharing Any sharing of The sharing of Individual staff The sharing of The school has
effective effective effective development effective developed
practice practice practice of ICT incorporates practice innovative
between use is the sharing routinely approaches to
individual encouraged and wider occurs across the sharing of
members of during staff adoption of the school and effective
staff is on an meetings but effective on a planned practice within
ad hoc basis. still works only practice within and reciprocal and beyond
at an individual the school. basis with the school and
level. other schools. makes use of
the technology
to achieve this.
4. Self-review rubric
National Goal Three - Strengthen professional learning
communities and increased collaboration within and across schools
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Development There has been Staff have some Staff understand All staff are There is a fully
of learning very little understanding of the importance of participating in inclusive, active
community thought put into how an effective effective learning the learning learning
how to develop a learning communities and community, community that is
learning community a number of key though for some aligned with up-
community or functions and how personnel are this is erratic. to-date theory
awareness of the a learning actively Some teachers and includes
benefits. community participating. This are involved in connections to
impacts on their is resulting in the learning outside educators.
teaching. There sharing of ideas communities The community is
are pockets of and strategies beyond the continuously
participation by across the school. school. The evaluated in order
some school sharing of to improve
personnel. information systems. The
throughout the sharing of
school is having a information and
positive impact on ideas results in
teacher increased teacher
effectiveness and effectiveness and
student outcomes. improved student
outcomes.
5. Extent that clusters operate as active and supportive professional
learning communities that shares resources
Within and
between schools
Between clusters and
the wider network
0% 20% 40% 60% 80% 100%
No community Developing community
Active community Highly effective community
Information taken from the ICT PD Annual Survey Responses 2009
6. Extent that clusters operate as active and supportive professional
learning communities that shares resources within and between schools
First year cluster
Second year cluster
Third year cluster
0% 20% 40% 60% 80% 100%
No community Developing community
Active community Highly effective community
Information taken from the ICT PD Annual Survey Responses 2009
7. Extent that clusters operate as active and supportive professional learning
communities that shares resources between clusters and the wider network
First year cluster
Second year cluster
Third year cluster
0% 20% 40% 60% 80% 100%
No community Developing community
Active community Highly effective community
Information taken from the ICT PD Annual Survey Responses 2009
8. “A major focus needs to be on creating a sharing,
caring cluster where people feel supported in
leading change within their schools and where
cross cluster sharing is actively encouraged and
fostered.”
Comment by ICT PD facilitator from the annual survey 09
9. Questions for discussion
What would be examples of successful systems and
procedures for fostering positive relationships in a school?
What would constitute an innovative approach for sharing
effective practice within and between clusters?
How do you ensure that all cluster staff are participating
in the cluster community?
How do you maintain the enthusiasm and energy
required to keep a community active?
How do you evaluate the way a community functions in
order to make improvements?