The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
Design and Technology Association summer school 2016 keynote speechOfsted
Diana Choulerton, Ofsted's National Lead Design and Technology, gave this keynote speech at the Design and Technology Association summer school on 8 July 2016.
TEACHERS’ COMPETENCE AND ADMINISTRATIVE SUPPORT IN TECHNICAL-VOCATIONAL AND LIVELIHOOD TRACK TOWARDS THE IMPLEMENTATION OF
K TO 12 PROGRAM AMONG SELECTED SCHOOLS
IN ZAMBOANGA CITY
Special educational needs and disabilities training and initial teacher educa...Ofsted
Angela Milner, Specialist Adviser for Initial Teacher Education, gave this presentation at the National Association of School-based Teacher Trainers (NASBTT) conference, London
21 March 2017.
Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
Challenges and Adjustments in the Curriculum and Instruction of the K+12 Prog...IJAEMSJORNAL
The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program implementation of teachers together with their principal/school heads in the Laboratory High School of Nueva Ecija University of Science and Technology, during the academic year 2019-2020. The study utilized the descriptive method in order to describe the current status of the K+12 curriculum implementation in the said school. A total of 69 respondents were selected through purposive sampling coming from the four campuses of NEUST namely Gabaldon Campus, San Isidro Campus, Fort Magsaysay campus and General Tinio Campus. Weighted means were used to analyze their assessment of the curriculum, instructional-related factors and the challenges and adjustments encountered. The findings showed that the curriculum content, objectives and instructional-related factors are in conformity with the standards, policies or guidelines set by RA 10533, or otherwise known as “Enhanced Basic Education Act of 2013”, subject to some improvements due to the addition of elective subjects. Respondents consider their learners as the center of the educational process, use varied types of teaching strategies and techniques depending upon the learners need, and has individual, paired or group applications. Resource materials and facilities are available but they are not adequate, nonetheless, school environment is generally conducive to learning. No significant relationship exists on their assessments with respect to the challenges experienced and the adjustments made in the implementation of the K+12 curriculum.
Design and Technology Association summer school 2016 keynote speechOfsted
Diana Choulerton, Ofsted's National Lead Design and Technology, gave this keynote speech at the Design and Technology Association summer school on 8 July 2016.
TEACHERS’ COMPETENCE AND ADMINISTRATIVE SUPPORT IN TECHNICAL-VOCATIONAL AND LIVELIHOOD TRACK TOWARDS THE IMPLEMENTATION OF
K TO 12 PROGRAM AMONG SELECTED SCHOOLS
IN ZAMBOANGA CITY
Special educational needs and disabilities training and initial teacher educa...Ofsted
Angela Milner, Specialist Adviser for Initial Teacher Education, gave this presentation at the National Association of School-based Teacher Trainers (NASBTT) conference, London
21 March 2017.
Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
Challenges and Adjustments in the Curriculum and Instruction of the K+12 Prog...IJAEMSJORNAL
The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program implementation of teachers together with their principal/school heads in the Laboratory High School of Nueva Ecija University of Science and Technology, during the academic year 2019-2020. The study utilized the descriptive method in order to describe the current status of the K+12 curriculum implementation in the said school. A total of 69 respondents were selected through purposive sampling coming from the four campuses of NEUST namely Gabaldon Campus, San Isidro Campus, Fort Magsaysay campus and General Tinio Campus. Weighted means were used to analyze their assessment of the curriculum, instructional-related factors and the challenges and adjustments encountered. The findings showed that the curriculum content, objectives and instructional-related factors are in conformity with the standards, policies or guidelines set by RA 10533, or otherwise known as “Enhanced Basic Education Act of 2013”, subject to some improvements due to the addition of elective subjects. Respondents consider their learners as the center of the educational process, use varied types of teaching strategies and techniques depending upon the learners need, and has individual, paired or group applications. Resource materials and facilities are available but they are not adequate, nonetheless, school environment is generally conducive to learning. No significant relationship exists on their assessments with respect to the challenges experienced and the adjustments made in the implementation of the K+12 curriculum.
Computing and e safety in schools 2014-07-11iansillett
This version of the Ofsted presentation on computing and e-safety was publicly available in the summer of 2014. It includes specific references to the inspection of computing, with subject-specific guidance, which I believe many teachers will find helpful.
For a while, the presentation was withdrawn from public view by Ofsted. A more recent version has been made available subsequently. The newer version reflects changes resulting from revisions to the School Inspection Handbook in September 2014. It also replaces the subject-specific guidance to grades descriptors for the different judgements, such as leadership and quality of teaching.
The more recent version of the presentation may, at the time of writing, be found at http://www.slideshare.net/Ofstednews/inspection-computing-and-e-safety-in-schools.
Contains public sector information licensed under the Open Government Licence v3.0. See: http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/.
(Sorry, clickable links not possible in slideshare descriptions. You'll have to copy and paste!)
AN INVESTIGATION INTO THE EFFECTIVENESS OF THE CURRICULUM AND ASSESSMENT POLI...IJITE
The paper presents the findings from current research on the impact that the Curriculum and Assessment
Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in
South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical
evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and
using a qualitative research method to collect data on a group of teachers and students on their opinion on
the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to
be improved to close the gap between public and private schools. Private schools are currently benefiting
the most from the subjects and how the curriculum is structured.
G S Shetty International School at Bhandup(W) is affiliated to the ICSE Board. The school has scaled new heights of success in a relatively short span of time by imparting world class education to its students from nursery to Grade X. In the new global scenario, learning techniques need to be upgraded beyond formal classroom teaching. The fast-paced changes in science and technology and the arising career opportunities in the near future, need the implementation of new strategies in teaching methods so that students can be a step ahead of the competition. Statistics show that student performances have improved dramatically in the last decade with students striving for academic success as the competition gets stiffer. Accordingly, the matrix of parameters for successful careers of tomorrow, also keep getting stringent and going beyond academic success alone. One must lay emphasis on development of skills like communication skills, leadership skills, linguistic skills, intrapersonal and interpersonal skills and other practical training programmes to keep them abreast in topics for future growth.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. NSLA– Investigating Alternative Curriculum Pathways SDD Term 3 2011 (School Identifications have been removed) Liz Hemmings New School Leaving Age Coordinator Western Sydney
2. NSW NSLA Policy A child who has completed year 10 and is below the age of 17 years must continue his or her schooling unless he or she participates on a full-time basis in: approved education training, or paid work or a combination of approved education or training and paid work (the child must be above 15 years to be in employment). Parents of a child who is subject to these new provisions can be prosecuted if their child does not satisfy this requirement.
3. Why have states introduced later school leaving ages? “There is compelling Australian and international research which highlights the enhanced life choices and outcomes for people who have completed higher levels of education and training. The research demonstrates that early school leavers are two and a half times more likely to be unemployed, earn lower wages and have poorer quality of life outcomes.” Excerpt from preamble of Raising the School Age by Trevor Fletcher, July 2009.
5. Challenges for Schools Greater diversity of student abilities in senior school. Disengaged students. Reluctant or poor attendees. Procedures surrounding NSLA.
6. UWS Research Project Conducted by Professor Margaret Vickers A research project about the NSLA 2009 – 2011. 90 students across SW Sydney, Central Coast and Riverina Targeted students who wanted to leave school.
7. One of the most important findings emerging from the study is that positive relationships between students and teachers appear to boost student engagement and academic motivation: this emerges from the quantitative data, the student interviews, and the teacher interviews. Findings
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13. Schools and other organisations may seek to deliver a Board Endorsed Alternative Education ProgramNote: For 2011 the closing date for applications has been extended to 29 July http://www.boardofstudies.nsw.edu.au/manuals/equivalent-alternative-study.html
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15. Combine work experience and study at school to gain a life skills school certificate.
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17. Students attend school 3 days per week including the one day dedicated to transition lessons.
18. 2 days per week they attend TAFE or work experience.
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20. Students complete their numeracy and literacy SC requirements through an onsite project run by an IA teacher.
23. Engagement Strategies Partnerships Brokers / Youth Connections. IEA: provide reengagement and job readiness programs. TAFE: S-Vet and T-Vet. Private Providers – eg. Royal Lifesaving Society. School based apprenticeships. School based traineeships.
24. KLA STW support documents https://detwww.det.nsw.edu.au/directorates/vet_schools/school-to-Work/vocational-and-Enterprise-Learning/kla.html
27. Planning My Future https://www.det.nsw.edu.au/docprs/publicViewEvent.do?eventId=27206
28. Greater Diversity of Abilities How do you provide a pathway to enhance learning and engagement for students who traditionally would not have continued into year 11?
29. Benefits of Alternative Pathways Engagement and retainment of more students. Improved educational environment for students following a traditional ATAR pathway.
30. Examples of Alternative Pathways JS Class at ___ Compacted curriculum models Non-ATAR stream offered at __HS Combination of Pathways, Work and TAFE totaling a minimum of 25 hours.
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32. Targets students who have a history of very poor attendance or have been identified through Year 11 reviews at the end of Term1.
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34. Students who are particularly disengaged in a particular class are withdrawn and placed in work studies.
37. Students in the program are engaged and have not left as they turn 17.
38. Students have the opportunity to continue into Year 12 if they carry a preliminary subject.
39. ____offers Business Services – Cert III- Students are enrolled in 4 units of Business Services delivered by a Vet Certified Teacher at the school. - They also are enrolled in Work Studies. - TAFE will deliver the Cert III component during Term 3.
48. NSW Education Act 1990 No 8 Current version for 7 December 2010 to date (accessed 20 June 2011 at 09:26) 4 Principles on which this Act is based In enacting this Act, Parliament has had regard to the following principles: (a) every child has the right to receive an education, (b) the education of a child is primarily the responsibility of the child’s parents, (c) it is the duty of the State to ensure that every child receives an education of the highest quality, (d) the principal responsibility of the State in the education of children is the provision of public education.
51. Thinking outside the square: What programs exist at? Are these programs catering for the needs of our students? (How do we know?) What else could we put in place?
Term 1 Build confidence AttendanceGetting to know – in order to design a program for them, their needsWhat goals the kids set for themselvesResume writingTerm 2Lets go and do it - do a taste of the job ½ day or one day a weekWork Experience - a two week block – very flexible to slide in and out and adjust to suit each studentWork exp to be either Wednesday or Thursday so that students are seen on the days before and afterBuilding on things from Term 1 – appropriate behavior, punctuality, ethics of work placement, what to sayJob skills – interview skills for someIntro- Enrolment in TAFE programs & community programsTerm 3continue volunteer or work experience one or two days per weekadd community work or volunteer workput themselves into real life interviewsactually apply for jobs – written applications, phone contact, internet contacttouching base with job agencies – Wise, Breakthrough, Choice -(once a student is 16 they can be enrolled in these agencies who will also support them looking a job)Term 4As per Term 3Contact with other 7-10 campuses for connection with students for the next year
Term 1 Build confidence AttendanceGetting to know – in order to design a program for them, their needsWhat goals the kids set for themselvesResume writingTerm 2Lets go and do it - do a taste of the job ½ day or one day a weekWork Experience - a two week block – very flexible to slide in and out and adjust to suit each studentWork exp to be either Wednesday or Thursday so that students are seen on the days before and afterBuilding on things from Term 1 – appropriate behavior, punctuality, ethics of work placement, what to sayJob skills – interview skills for someIntro- Enrolment in TAFE programs & community programsTerm 3continue volunteer or work experience one or two days per weekadd community work or volunteer workput themselves into real life interviewsactually apply for jobs – written applications, phone contact, internet contacttouching base with job agencies – Wise, Breakthrough, Choice -(once a student is 16 they can be enrolled in these agencies who will also support them looking a job)Term 4As per Term 3Contact with other 7-10 campuses for connection with students for the next year
