1) The document outlines characteristics of teacher performance at different levels for various teaching standards.
2) It describes the minimum expectations for teachers meeting standards at a "satisfactory" level and characteristics of teachers performing at "good" and "outstanding" levels.
3) The standards cover areas like setting high expectations, promoting pupil progress, demonstrating subject knowledge, planning and teaching lessons, and adapting teaching to meet pupil needs.
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
This document provides an overview of the Reset academic program. It uses a competency-based and student-centered approach with culturally responsive pedagogy. Learning is inquiry-driven through interdisciplinary thematic units. Students work at their own pace to earn credits and develop competencies through individualized learning plans, collaborative projects, and portfolio assessments.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
This document discusses effective strategies for providing feedback to students to promote learning. It notes that both students and teachers often express frustration with the feedback process. To maximize student engagement with feedback, the document recommends designing assessments with multiple stages where feedback informs subsequent stages. It also suggests involving students more actively in understanding assessment criteria and the purpose of feedback through activities like marking exemplars and discussing feedback in small groups. The key message is that feedback is most useful when it is timely, clear, and directly related to learning goals and how students can improve their work.
The document discusses outcome based education and competency based education. It defines outcome based education as a student-centered learning philosophy that focuses on empirically measuring student performance through outcomes. It focuses on what students can do after being taught rather than what is taught. Competency based education focuses on competencies or outcomes and reinforces learning as it progresses. It prepares students for the realities of life by focusing on what students need to know and be able to do. Both approaches differ from traditional education by focusing more on empirically measuring student performance and outcomes rather than inputs like resources available.
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
This document provides an overview of the Reset academic program. It uses a competency-based and student-centered approach with culturally responsive pedagogy. Learning is inquiry-driven through interdisciplinary thematic units. Students work at their own pace to earn credits and develop competencies through individualized learning plans, collaborative projects, and portfolio assessments.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
This document discusses effective strategies for providing feedback to students to promote learning. It notes that both students and teachers often express frustration with the feedback process. To maximize student engagement with feedback, the document recommends designing assessments with multiple stages where feedback informs subsequent stages. It also suggests involving students more actively in understanding assessment criteria and the purpose of feedback through activities like marking exemplars and discussing feedback in small groups. The key message is that feedback is most useful when it is timely, clear, and directly related to learning goals and how students can improve their work.
The document discusses outcome based education and competency based education. It defines outcome based education as a student-centered learning philosophy that focuses on empirically measuring student performance through outcomes. It focuses on what students can do after being taught rather than what is taught. Competency based education focuses on competencies or outcomes and reinforces learning as it progresses. It prepares students for the realities of life by focusing on what students need to know and be able to do. Both approaches differ from traditional education by focusing more on empirically measuring student performance and outcomes rather than inputs like resources available.
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Outstanding learning - The Evaluation Schedule 2012douglasgreig
The document outlines new Ofsted criteria for 2012 that focuses on rapid and sustained student progress based on prior attainment. It discusses findings from lesson observations that showed evidence of student understanding of targets, assessment of current levels, and next steps. Key areas in the new criteria emphasize whole school literacy/numeracy development, appropriate homework, and assessment for learning to plan individualized learning and check understanding. Staff are instructed to complete observations using the new criteria and online forms to prepare for future evaluations.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses curriculum alignment, learning outcomes, and assessment. It makes three key points:
1. Curriculum alignment ensures that what teachers teach matches what students are expected to learn and what is assessed. The goals of alignment are that teachers teach the curriculum and students learn the intended outcomes.
2. Learning outcomes specify what knowledge and skills students will have after instruction and should be measurable. Effective outcomes focus on learning rather than teaching and include criteria for assessment.
3. Curriculum alignment involves deliberately designing teaching and learning activities to achieve the learning outcomes. There must be clear evidence that classroom work enables students to meet the outcomes.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
Teaching to a_test_worth_teaching_to_reformat_wahinescholar
This document discusses the importance of assessments that measure higher-order skills like critical thinking instead of just facts and details. It introduces the Collegiate Learning Assessment and College and Work Readiness Assessment, which aim to test these skills through tasks requiring sustained practice, like analyzing and synthesizing information. The author argues these assessments are "worth teaching to" because they signal the value of these skills to students and teachers, provide feedback to improve learning, and better prepare students for the modern workforce.
The document provides descriptors for key indicators of lesson quality according to Ofsted's inspection framework, ranging from inadequate to outstanding. It describes characteristics for areas such as the classroom environment, use of resources, deployment of teaching assistants, questioning techniques, and involvement of students. An outstanding lesson is characterized by highly effective planning, strong teacher subject knowledge, strategic use of questioning, active involvement of all students, and opportunities for independent learning and self-assessment.
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
Teacher Development & Engagement FrameworkBimal Raturi
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
This document discusses goal setting conferences in education. It begins with a fable about a young rabbit seeking his fortune who is tricked into spending all his money and ends up being eaten by a coyote. The moral is that without clear goals, one's efforts may be futile or destructive.
It then discusses why goals are important for students, teachers, and assessment. Goals provide direction, motivation, resolve conflicts, and are necessary for assessment. Effective goals are specific, measurable, achievable, relevant, and aimed at skills that transfer to real life.
The document outlines the three phases of goal setting conferences: preparation, the conference, and follow up. It describes different types of conferences and steps for teacher
The document provides an instructional module for first grade English along with letters addressed to teachers, students, and parents about using the module. It explains that the module was created by the Puerto Rico Department of Education to support independent learning during extraordinary times and encourages students and families to use the provided weekly schedule and suggested accommodations for students with different learning needs.
The document discusses approaches to classroom management and cooperative learning. It provides 7 approaches to classroom management: assertive, business-academic, behavior modification, group managerial, group-guidance, acceptance, and success. It also discusses elements of classroom management like the physical, intellectual, and social climate. For cooperative learning, it outlines the main features, situations it can be used in, basic elements like positive interdependence, and guidelines for implementation. The document is a comprehensive overview of classroom management strategies and cooperative learning.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
Android KIOSK : payment system & topup machineJoe Ran
Vector Technology Corp. released a new generation public phone VTouch . VTouch is a payphone or KIOSK with a 7-inch touch screen . Via a big and interactive User graphic interface , The VTouch not only provide phone call service , but also provide a lot of new service .
VTouch use android OS. That means VTouch should be launch the APP from Google play. But we modify the android to make the phone more suitable for public . So we development the KIOSK mode and only can be launched our Vector Payphone app only.
VTouch can read /write some payment cards such as “RFID” “Credit card “ or some phone card or QR code card.
VTouch also have a reception printer which can print a ticket or reception.
Please contact with us to implement your new idea with our mini KIOSK –Vtouch payphone
The document discusses several events that led to revolutions in the American colonies. It describes how the colonies experienced increased control from the British crown through appointed councils and governors, which angered many colonists. This tension grew as the crown demanded more taxes from the colonies. The document then examines the "Glorious Revolution" in Britain and how it impacted religious freedom for Protestants. It also discusses the crown's attempts at compromise with the colonies by accepting elected assemblies and repealing unpopular taxes. However, ongoing wars with France drained British resources and led Parliament to demand more control over colonial spending.
MySuperBrain.com is an educational website and magazine that aims to holistically develop students' skills and talents through educational games, quizzes, workshops and global competitions. The website and magazine provide content on diverse topics to improve students' abilities and give them opportunities to showcase their work. Schools benefit from detailed student performance analytics, expert workshops, and recognition for high-achieving students.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
The document discusses teaching design and technology for contextual challenges at GCSE level. It provides an overview of the three phases of a contextual challenge: phase 1 involves exploring needs and wants, phase 2 focuses on meeting identified needs and wants, and phase 3 is evaluating outcomes. Examples of contextual challenges are provided from various exam boards as well as example student projects addressing challenges such as improving daily life, promoting health and wellbeing, and protecting people. The document aims to help teachers approach contextual challenges in their design and technology teaching.
Outstanding learning - The Evaluation Schedule 2012douglasgreig
The document outlines new Ofsted criteria for 2012 that focuses on rapid and sustained student progress based on prior attainment. It discusses findings from lesson observations that showed evidence of student understanding of targets, assessment of current levels, and next steps. Key areas in the new criteria emphasize whole school literacy/numeracy development, appropriate homework, and assessment for learning to plan individualized learning and check understanding. Staff are instructed to complete observations using the new criteria and online forms to prepare for future evaluations.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses curriculum alignment, learning outcomes, and assessment. It makes three key points:
1. Curriculum alignment ensures that what teachers teach matches what students are expected to learn and what is assessed. The goals of alignment are that teachers teach the curriculum and students learn the intended outcomes.
2. Learning outcomes specify what knowledge and skills students will have after instruction and should be measurable. Effective outcomes focus on learning rather than teaching and include criteria for assessment.
3. Curriculum alignment involves deliberately designing teaching and learning activities to achieve the learning outcomes. There must be clear evidence that classroom work enables students to meet the outcomes.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
Teaching to a_test_worth_teaching_to_reformat_wahinescholar
This document discusses the importance of assessments that measure higher-order skills like critical thinking instead of just facts and details. It introduces the Collegiate Learning Assessment and College and Work Readiness Assessment, which aim to test these skills through tasks requiring sustained practice, like analyzing and synthesizing information. The author argues these assessments are "worth teaching to" because they signal the value of these skills to students and teachers, provide feedback to improve learning, and better prepare students for the modern workforce.
The document provides descriptors for key indicators of lesson quality according to Ofsted's inspection framework, ranging from inadequate to outstanding. It describes characteristics for areas such as the classroom environment, use of resources, deployment of teaching assistants, questioning techniques, and involvement of students. An outstanding lesson is characterized by highly effective planning, strong teacher subject knowledge, strategic use of questioning, active involvement of all students, and opportunities for independent learning and self-assessment.
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
Teacher Development & Engagement FrameworkBimal Raturi
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
This document discusses goal setting conferences in education. It begins with a fable about a young rabbit seeking his fortune who is tricked into spending all his money and ends up being eaten by a coyote. The moral is that without clear goals, one's efforts may be futile or destructive.
It then discusses why goals are important for students, teachers, and assessment. Goals provide direction, motivation, resolve conflicts, and are necessary for assessment. Effective goals are specific, measurable, achievable, relevant, and aimed at skills that transfer to real life.
The document outlines the three phases of goal setting conferences: preparation, the conference, and follow up. It describes different types of conferences and steps for teacher
The document provides an instructional module for first grade English along with letters addressed to teachers, students, and parents about using the module. It explains that the module was created by the Puerto Rico Department of Education to support independent learning during extraordinary times and encourages students and families to use the provided weekly schedule and suggested accommodations for students with different learning needs.
The document discusses approaches to classroom management and cooperative learning. It provides 7 approaches to classroom management: assertive, business-academic, behavior modification, group managerial, group-guidance, acceptance, and success. It also discusses elements of classroom management like the physical, intellectual, and social climate. For cooperative learning, it outlines the main features, situations it can be used in, basic elements like positive interdependence, and guidelines for implementation. The document is a comprehensive overview of classroom management strategies and cooperative learning.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
Android KIOSK : payment system & topup machineJoe Ran
Vector Technology Corp. released a new generation public phone VTouch . VTouch is a payphone or KIOSK with a 7-inch touch screen . Via a big and interactive User graphic interface , The VTouch not only provide phone call service , but also provide a lot of new service .
VTouch use android OS. That means VTouch should be launch the APP from Google play. But we modify the android to make the phone more suitable for public . So we development the KIOSK mode and only can be launched our Vector Payphone app only.
VTouch can read /write some payment cards such as “RFID” “Credit card “ or some phone card or QR code card.
VTouch also have a reception printer which can print a ticket or reception.
Please contact with us to implement your new idea with our mini KIOSK –Vtouch payphone
The document discusses several events that led to revolutions in the American colonies. It describes how the colonies experienced increased control from the British crown through appointed councils and governors, which angered many colonists. This tension grew as the crown demanded more taxes from the colonies. The document then examines the "Glorious Revolution" in Britain and how it impacted religious freedom for Protestants. It also discusses the crown's attempts at compromise with the colonies by accepting elected assemblies and repealing unpopular taxes. However, ongoing wars with France drained British resources and led Parliament to demand more control over colonial spending.
MySuperBrain.com is an educational website and magazine that aims to holistically develop students' skills and talents through educational games, quizzes, workshops and global competitions. The website and magazine provide content on diverse topics to improve students' abilities and give them opportunities to showcase their work. Schools benefit from detailed student performance analytics, expert workshops, and recognition for high-achieving students.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
The document discusses teaching design and technology for contextual challenges at GCSE level. It provides an overview of the three phases of a contextual challenge: phase 1 involves exploring needs and wants, phase 2 focuses on meeting identified needs and wants, and phase 3 is evaluating outcomes. Examples of contextual challenges are provided from various exam boards as well as example student projects addressing challenges such as improving daily life, promoting health and wellbeing, and protecting people. The document aims to help teachers approach contextual challenges in their design and technology teaching.
A teenage girl is kidnapped by her mother's new boyfriend, an investigator, in an attempt to gain recognition at his job by solving the case. The mother grows suspicious of her boyfriend when her daughter does not return home. Police are able to find the kidnapped girl and arrest the boyfriend, allowing the daughter and mother's lives to return to normal.
Must is used to talk about certainty in the past and to express something that is prohibited or not allowed. Have to expresses obligation or necessity in the present or future. While must and have to can both express certainty, they have different meanings in the negative - must indicates something is prohibited while have to expresses a lack of obligation.
Economic Development: A Springboard for Extension Engagement (Local Food Init...sondramilkie
Educators can play important roles in local economic development by supporting local food projects. Roles include applied research, providing information, organizing networks, strategic planning, grant writing, and connecting partners. Two examples are a project connecting grocers to local foods using a marketing logo, and a Food Business Incubator Network providing processing facilities and business assistance to local food entrepreneurs. The network aims to develop strong companies, diversify farm income, and support economic goals while balancing members' diverse needs.
California has a long history dating back to myths of Queen Calafia and the indigenous Californians who rode griffins and fought with gold weapons. Over 25 generations of native peoples inhabited California prior to European contact. California has been at the forefront of technological innovation in fields like aviation, computing, and biotechnology. The state is known for its diversity but has also experienced periods of discrimination, such as anti-Chinese and anti-Japanese sentiments in the late 19th century and racial tensions in the 1960s and 1990s. Current debates include policies around illegal immigration and language education.
Engaging pre-service teachers in the modernization of the secondary school de...Alison Hardy
This paper builds on a previous work by the authors concerning a new framework for an undergraduate design and technology teacher training programme at a university in England (Hardy & Barlex, 2012). This paper reports on a module within this undergraduate design and technology (D&T) teacher training course that aims to support the modernisation of the D&T curriculum in schools and includes opportunities for initial teacher education (ITE) students to debate and develop their own knowledge of scientific and technological changes (Ofsted, 2011; Williams, 2009). The module attempts to respond to some of the challenges for D&T and teacher education identified by Barlex (2011) and Dow (2006).
Em seus 11 anos de mercado, a Inédita Propaganda tem buscado sempre inovar a comunicação para o mercado imobiliário.
Entre em contato e agende sua visita pelo e-mail felipe@ineditapropaganda.com.br
1) This document provides information for students taking the Keyboarding I course, including introducing the instructor Katy Adams and her background and contact information.
2) It outlines the materials needed for the course and provides technical support contact details.
3) Finally, it gives instructions on how to navigate the online course site, details assignment expectations, the grading scale, and technical requirements for participating in the online course.
This document discusses different types of specifications used in product development: design specifications summarize research needs; product development specifications allow for iterative changes; technical specifications provide detailed functional requirements; and manufacturing specifications give production details. It aims to dispel myths that specifications cannot change and only one is needed, and to explain how specifications can develop ideas and evaluate products.
The document describes various words and concepts related to illness, fear, and abnormal mental states. It lists words like "pounding," "quivering," "trembling," and "graveyard" that describe physical symptoms of illness. It also defines terms like "reveal," "fail," "phobia," specifically "acrophobia," and discusses concepts of "mass," "amusement," and "madness."
Do you have an OUTSTANDING initial outreach? Our free webinar “Voicemail as a Science” has been applauded as being one of the best webinars on the recruiting process. I want to personally invite you to join me
Some of the concepts covered:
◦Defining voicemails: not all voicemails are the same
◦What are the major types and how effective are they?
◦How to assess your team’s current voicemail skill, it may shock you!
◦How to craft, measure and score a voicemail message
◦How to coach your team into voicemail gurus
◦The importance of peer review
-How to get a return call 9 out of 10 times
This company has over 100 years of combined IT experience among its 13 certified experts. It has successfully completed over 2,500 projects worldwide and maintains a 100% delivery success rate. It specializes in various IT areas like cloud, Microsoft, Citrix, and cybersecurity, and has over 500,000 satisfied customers. It offers subscription services for cloud, hybrid environments, and on-premise systems along with benefits like 24/7 monitoring and support. The company and its employees hold numerous IT certifications from Microsoft, AWS, Citrix, VMware, and other vendors.
Gobi aims to help 10 million entrepreneurs by 2022 through mentorship, access to funding, and education. It will support entrepreneurs at different stages of development, from start-up to decline, as entrepreneurs require different types of support depending on where their business is at. Gobi exists to fill gaps for businesses entering the plateau stage of growth by providing mentoring, access to funds, and educational resources.
Este documento describe funciones recursivas y cómo resolver problemas de forma recursiva. Explica conceptos como caso base, paso recursivo, variables de recursión y dominio de variables. Incluye ejemplos de funciones recursivas como factorial, Fibonacci, conversión de decimal a binario y potenciación. También compara recursividad e iteración y analiza ventajas y desventajas de la recursividad.
The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
Proficiency-Based Teaching and Learning for OSBA 2011Rinda Montgomery
The document outlines an educational presentation on proficiency-based teaching and learning given to the Oregon Small Schools Association in 2011, discussing shortcomings of the traditional educational model and benefits of a proficiency-based model in preparing students for future careers through standards-aligned learning. Case studies and examples from schools that have implemented proficiency-based models show improved student engagement, performance, and preparation for post-secondary education and careers.
The document discusses the purposes and types of assessment, including formative assessment which aims to develop student understanding through feedback, and summative assessment which evaluates learning at a point in time. It emphasizes that effective assessment involves students, supports teaching and learning goals, and provides feedback to modify instruction and help students improve. Assessment should be planned, communicated clearly to students, and suited to its intended purpose of developing understanding.
This document discusses how technology can be used to support effective teaching. It argues that while technology has mainly focused on supporting students, there is a need to develop tools that help teachers as well. Some key areas that could be supported include student self-assessment, providing effective feedback, and monitoring student progress. The document also examines frameworks for understanding classroom dynamics and outlines a potential learning management system called "My Learning" that aims to keep stakeholders informed and help teachers make data-driven decisions to improve instruction.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
This document discusses assessment and its role in the learning process. It emphasizes that assessment should primarily be formative and focus on supporting student learning. Effective assessment provides clarity for students by setting clear learning intentions and success criteria. Teachers need skills like using a variety of assessment methods, analyzing data, and involving students in the assessment process through self-assessment and peer assessment. The goal is to help students understand their own progress and set new learning goals.
This rubric provides guidance for evaluating North Carolina teachers. It outlines four standards: (1) teachers demonstrate leadership, (2) teachers establish a respectful environment for students, (3) teachers know the content they teach, and (4) teachers facilitate learning for their students. For each standard, the rubric describes performance levels of developing, proficient, accomplished, and distinguished. Teachers are evaluated on both observed classroom instruction and artifacts that provide evidence of meeting each standard. The rubric is intended to be used for self-assessment, observations, and evaluation conferences to improve teacher effectiveness.
EducateAlabama for Librarians: Madison County Library Association Back to Sch...Carolyn Jo Starkey
1) The document outlines the history and development of the Alabama Quality Teaching Standards and EducateAlabama process from 2006-present. It establishes a commission to promote effective teaching and outlines the adoption of 5 teaching standards.
2) It describes the development and pilot of the EducateAlabama formative evaluation process and how it aligns to the Alabama Continuum for Teacher Development.
3) The Continuum has 5 standards and 5 levels of practice (Pre-Service, Beginning, Emerging, Applying, Innovating) to guide teachers' career-long development.
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
EducateAlabama for Librarians Presentation for Jefferson County Library Assoc...Carolyn Jo Starkey
1) The document outlines the history and development of Alabama's Quality Teaching Standards and EducateAlabama process from 2006-present. It established a commission to promote effective teaching and raise student achievement.
2) Five teaching standards were adopted along with a process to provide formative feedback to educators called EducateAlabama.
3) The standards and a continuum of teacher development were established to guide educators' career-long growth through reflection, assessment, and goal-setting.
This document discusses and compares three types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning is summative and used to report student progress. Assessment for learning is formative and used by teachers to provide feedback and guide instruction. Assessment as learning emphasizes the student's role in connecting assessment to their own learning. The document argues that a rebalanced approach focusing more on assessment for and as learning can better support students.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses authentic assessment and how it differs from traditional assessment. Authentic assessment involves having students complete real-world tasks that demonstrate meaningful application of skills, while traditional assessment involves standardized tests of knowledge. The document provides examples of different forms of authentic assessment like journals, portfolios, and rubrics. It also provides steps for constructing rubrics and emphasizes that education should involve applying knowledge to meaningful tasks rather than only memorization.
The document outlines three core beliefs about teaching, learning, and leadership: 1) The goal of teaching is student learning. Teachers are focused on ensuring academic growth for each student through learner-centered teaching and effective use of instructional time. 2) Learning is best supported by a positive, community-centered approach where students feel a sense of identity and belonging. This involves implementing classroom and cultural norms school-wide. 3) Leaders are navigators who empower others and guide the school toward a shared vision of academic success through building capacity, frequent communication, and supporting teaching.
The document discusses assessment for, as, and of learning in K-12 schools. It provides 4 components and related indicators of effective practices. Component 1 focuses on developing a shared understanding of learning goals and providing ongoing feedback. Component 3 emphasizes reflecting student voice in the learning environment. Component 4 stresses high achievement in literacy and numeracy through aligned curriculum, instruction, and resources. The document offers sources of evidence for these practices at the district, school, classroom, and student levels.
Effective teachers display certain characteristics. They explain objectives clearly, assess student needs and abilities, and respond accordingly. They demonstrate enthusiasm, stimulate interaction, and are approachable. Effective teachers have high expectations, personalize learning to individual students, use a range of teaching methods, encourage responsibility, have strong subject knowledge, create a safe environment, monitor progress and provide feedback, and build positive relationships.
Similar to Ntu characteristics of performance (20)
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
1. The document discusses a study that aimed to understand the values attributed to Design and Technology (D&T) by different groups including subject teachers, non-subject teachers, pupils, and school leaders.
2. The study involved interviews and focus groups with these participants to understand their perceptions of D&T's value, as well as surveys distributed to 163 respondents across 10 secondary schools.
3. The results of the study were analyzed using exploratory factor analysis to identify themes around the values associated with D&T by different stakeholders.
This document summarizes an induction presentation for a part-time MA/MSc Education program at Nottingham Institute of Education. The summary includes:
- The course is 180 credits earned through core modules like social justice in education and research skills, and optional modules on topics like leadership and special needs.
- Qualifications are awarded at 60 credits for a PG Certificate, 120 for a PG Diploma, and 180 for a MA/MSc degree.
- Assignment deadlines are provided for the first three terms.
- Support services for students are outlined, including IT services, the library, student support, and contacts for the course administrator and leader.
201920 MA Education (Full time) inductionAlison Hardy
This document provides information for students starting an MA Education course at Nottingham Institute of Education, including an overview of modules, assessment schedules, attendance policies, support services, and contacts. It discusses course structures, learning platforms, engagement dashboards, sustainability initiatives and encourages students to familiarize themselves with policies and procedures in the student handbook.
The questionnaire should take around fifteen minutes to complete. It asks for feedback on various aspects of the MA Education course, including quality of teaching, engagement, assessment and feedback, dissertation support, organisation, resources, skills development, and personal details. When completed, responses will be recorded on the PTES database. Your feedback is invaluable for improving the course experience.
Valuing design and technology education Alison Hardy
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
Session one Research Skills and Research in a Professional ContextAlison Hardy
This document provides an overview and guidance for two modules on educational research. It outlines the aims of the modules to extend students' knowledge of research strategies and techniques, develop critical analysis skills, and understand ethical issues. Students will gain practical research skills and learn to critically review other researchers' work. The document provides guidance on assignments, including section lengths and requirements. It defines educational research as the systematic and ethical process of answering education-related questions through collecting and analyzing relevant data to develop new understandings. Educational research is described as both scientific in seeking new knowledge and political in aiming to create change.
This document provides an overview of the MA Education FT course at Nottingham Institute of Education, including:
- An introduction to course expectations, learning outcomes, structure and assessments.
- Details on the course modules being offered in 2017-2018, including module leaders and scheduling.
- Information on qualifications obtained at different credit thresholds.
- Guidance on assessment deadlines and what to do if exceptional circumstances occur.
- Contact details for the course administrator and leader for any additional questions.
This document provides an overview of the MA/MSc Education part-time course at Nottingham Institute of Education, including:
- Course learning outcomes focused on developing knowledge, skills, and attributes related to education research.
- A course structure requiring 180 credits including core modules in research skills and a dissertation, and optional topic modules.
- An assessment schedule with assignment deadlines in January and April, and dissertation deadlines in August or April.
- Contact information for course administration and the course leader.
Seminar for Baltimore County technology education teachersAlison Hardy
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
This document summarizes research into perceptions of the purpose and structure of Design and Technology (D&T) as a school subject in England. Interviews with students and D&T teachers at two schools found differing views on D&T's unique identity and purpose. Some saw it as teaching vocational skills for careers, while others emphasized general life skills. Teachers viewed D&T as developing specialized design knowledge and skills, while national policy saw it as having insufficient coherence as an academic subject. There remains debate around D&T's role in the curriculum and what constitutes its core body of knowledge.
Dtes1 session 8 design and technology 2015Alison Hardy
The document provides an overview of the history and purpose of design and technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from distinct subjects like woodwork and needlework to the integrated design and technology curriculum of today. The key aims are described as enabling students to creatively solve problems, develop technical skills, and participate responsibly in a changing technological world.
This document discusses the context surrounding design and technology (D&T) as a school subject in the UK national curriculum. It outlines challenges like declining teacher training programs and the focus on subjects included in school performance measures. The document also summarizes previous research comparing the views of D&T academics, teachers, and trainees on the value of the subject. While there is agreement on many values, the groups also differed on some beliefs. The document concludes by calling for more collaboration between these stakeholders to support subject development and implementation of the new curriculum.
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
1. Teachers’ Standards:
Characteristics of Performance
Based on guidance produced by UCET (the Universities Council for the Education of
Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the
Higher Education Academy and the outcomes of workshops at the NTU Partnership
Conference 2012
2. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S1 Set high expectations They are inconsistent in their They are able to encourage pupils They are reliable in encouraging They constantly encourage pupils
which inspire, motivate and encouragement of pupils to to participate and contribute in an pupils to participate and to participate and contribute in an
challenge pupils participate and contribute in an atmosphere conducive to learning. contribute in an atmosphere atmosphere highly conducive to
atmosphere conducive to learning. In the course of differing school conducive to learning. They learning. They consistently set
establish a safe and The expectations they set are experiences they have shown that consistently set high expectations high expectations of pupils in
stimulating environment for often not well matched to pupils’ they have set appropriately high of pupils in their different training different training contexts. There
pupils, rooted in mutual potential to make progress. They expectations, believing that all contexts. They are well respected are high levels of mutual respect
respect; are not able to confidently build pupils have the potential to make by learners and effectively between the trainee and pupils.
set goals that stretch and and sustain positive, respectful progress. They are able to develop promote pupils’ resilience, They are very effective in
challenge pupils of all working relationships with a rapport with a range of confidence and independence promoting learners’ resilience,
backgrounds, abilities and individuals or groups. As a result individuals and groups. As a when tackling challenging confidence and independence
dispositions; of this learners can sometimes consequence of this most pupils activities. As a result of this most when tackling challenging
demonstrate consistently the become disengaged and are engaged in their learning. learners are enthused and activities. They generate high
positive attitudes, values and demotivated. This is characterised They consistently demonstrate motivated to participate. levels of enthusiasm, participation
behaviour which are expected by such trainees, at times, professional behaviour, respect for and commitment to learning.
of pupils. appearing unenthusiastic and pupils, colleagues, parents and
demotivated themselves. carers and support the ethos of
the school. They demonstrate
enthusiasm for working with
children and young people and for
teaching and learning.
3. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S2 Promote good progress They understand that teachers are They understand how teachers are They assume responsibility for the They assume a high level of
and outcomes by pupils accountable for the attainment, accountable for the attainment, attainment, progress and responsibility for the attainment
progress and outcomes of pupils, progress and outcomes of pupils outcomes of the pupils they teach. progress and outcomes of the
be accountable for but are not taking responsibility and have taken some They demonstrate a sound pupils they teach. They
attainment, progress and for this. Their short- and medium- responsibility for this with understanding of the need to demonstrate confident judgement
outcomes of the pupils; term planning and teaching guidance from the usual class develop pupil learning over time. in planning for pupil progression
plan teaching to build on demonstrate inconsistent teacher or other professional. Their short- and medium-term both within individual lessons and
pupils’ capabilities and prior understanding of, and provision Their short- and medium-term planning consistently takes into over time and are able to
knowledge; for, pupil progression and the planning and teaching account the prior learning of the articulate a clear and well-justified
guide pupils to reflect on the need to take into account prior demonstrate some understanding pupils. They regularly provide rationale as to how they are
progress they have made and achievement. Their support for of, and provision for, pupil pupils with the opportunity to building on prior achievement.
their emerging needs; pupils in reflecting on their progression taking into account reflect on their own learning and They actively promote engaging
demonstrate knowledge and learning and identifying their prior achievement. They support use this, along with other forms of and effective methods that
understanding of how pupils progress and emerging needs is pupils in reflecting on their assessment, to inform their future support pupils in reflecting on
learn and how this impacts on underdeveloped and, as a learning and identifying their planning and teaching. They use their learning. They are able to set
teaching; consequence, learners are given progress and emerging learning their knowledge of effective appropriately challenging tasks,
encourage pupils to take a insufficient opportunity to needs. When planning lessons teaching strategies to encourage drawing on a sound knowledge of
responsible and conscientious evaluate and improve their own they devise suitable opportunities independent learning and they set the pupils’ prior attainment which
attitude to their own work performance. The teaching for learners to evaluate and appropriately challenging tasks has been obtained through
and study. strategies they adopt can lack an improve their performance. They which enable the learners to make systematic and accurate
understanding of how pupils learn are able to explain how effective progress. As a result the majority assessment. They regularly create
and a rationale for choices made. teaching strategies are informed of pupils make good progress. opportunities for independent and
As a consequence too few pupils by an understanding of how pupils autonomous learning. As a result
make sufficient progress. learn and offer a rationale for the majority of pupils make very
choices made in the context of good progress.
practice. They plan teaching and
learning activities which
encourage independent and
autonomous learning. As a
consequence all groups of pupils
make at least satisfactory
progress.
4. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S3 Demonstrate good Their subject knowledge is not They have sufficiently secure They have well-developed They draw on their in-depth
subject and curriculum sufficiently secure for teaching to knowledge and understanding of knowledge and understanding of subject and curriculum knowledge
knowledge be effective. They also the relevant subject/ curriculum the relevant subject/ curriculum to plan confidently for progression
demonstrate insufficient knowledge areas to teach effectively in the areas they are training to teach and to stimulate and capture
have a secure knowledge of how learning progresses and age phase for which they are and use this effectively to maintain pupils’ interest. They demonstrate
of the relevant subject(s) cannot always respond training to teach. They know how and develop pupils’ interest. They very well-developed pedagogical
and curriculum areas, appropriately to key questions, learning progresses within and make good use of their secure subject knowledge, by anticipating
foster and maintain pupils’ common errors and across the subject/curriculum age curriculum and pedagogical subject common errors and
interest in the subject, and misconceptions. There is little phases they are training to teach, knowledge to deepen learners’ misconceptions in their planning.
address evidence of appropriate and/or in terms of the development of key knowledge and understanding, They are astutely aware of their
misunderstandings; effective research of subject and concepts and of learners’ common addressing common errors and own development needs in terms
demonstrate a critical curriculum knowledge to underpin misconceptions. They are able to misconceptions effectively in their of extending and updating their
understanding of teaching. They demonstrate a lack respond appropriately to subject teaching. They are critically aware subject, curriculum and
developments in the of understanding or consistency in specific questions which learners of the need to extend and update pedagogical knowledge in their
subject and curriculum their promotion of high standards ask and they use subject specific their subject, curriculum and early career and have been
areas, and promote the of literacy and articulacy. language accurately and pedagogical knowledge and know proactive in developing these
value of scholarship; consistently in order to help how to employ appropriate effectively during their training.
demonstrate an In relation to early reading: learners develop knowledge, professional development They model very high standards of
understanding of and take primary trainees demonstrate understanding and skills in the strategies to further develop these written and spoken communication
responsibility for promoting insufficient understanding of the subject. They recognise the need in their early career. They model in all professional activities. They
high standards of literacy, principles and practices of teaching to extend and update their subject good standards of written and successfully identify and exploit
articulacy and the correct and assessing reading and writing, and pedagogical knowledge as a spoken communication in all opportunities to develop learners’
use of standard English, including systematic synthetic key element of continuing professional activities and skills, in communication, reading
whatever the teacher’s phonics, in their planning and professional development and have encourage and support learners to and writing.
specialist subject; teaching. shown the ability and readiness to develop these skills in their
if teaching early reading, do so. They demonstrate an lessons. In relation to early reading:
demonstrate a clear In relation to early maths: understanding of the need to primary trainees draw on their
understanding of primary trainees demonstrate promote high standards of In relation to early reading: very strong understanding of
systematic synthetic insufficient understanding of the communication, reading and primary trainees have a very synthetic systematic phonics and
phonics; principles and practices of teaching writing for all learners and begin to
secure knowledge and its role in teaching and assessing
if teaching early and assessing early mathematics build this into lessons. understanding of synthetic reading and writing to teach
mathematics, demonstrate in their planning and teaching. systematic phonics and its role in literacy very effectively across the
a clear understanding of In relation to early reading: all teaching and assessing reading age-phases they are training to
appropriate teaching primary trainees will demonstrate and writing in the context of the teach.
strategies. sufficient knowledge and age-phases they are training to
understanding of the principles and teach. In relation to early
practices of teaching and assessing mathematics: primary trainees
reading and writing, including the In relation to early draw on their very strong
use of systematic synthetic mathematics: primary trainees knowledge and understanding of
phonics, to be able to apply this have a very secure knowledge and the principles and practices of
effectively across the specific age understanding of the principles and teaching early mathematics to
5. phases they are training to practices of teaching early select and employ highly effective
teach. (See Systematic Synthetic mathematics and employ effective teaching strategies across the age-
Phonics in ITT: Guidance and teaching strategies across the age- ranges they are training to teach.
Support Materials for further ranges they are training to teach.
information).
In relation to early
mathematics: all primary trainees
will know and understand the
principles and practices of teaching
and assessing early mathematics,
to be able to apply this effectively
across the specific age phases they
are training to teach.
6. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S4 Plan and teach well The range of strategies and They employ a range of teaching They show a willingness to try out They plan lessons that often use
structured lessons resources employed in teaching strategies and resources. They a range of approaches to teaching well-chosen, imaginative and
are limited. The structure of their plan individual lessons that are and learning. They plan lessons creative strategies, and that match
impart knowledge and lessons often does not support appropriately structured to support individuals’ needs and interests.
that take account of the needs of
develop understanding pupils in developing their pupils in developing their They are highly reflective in
through effective use of knowledge, skills, understanding knowledge, skills, understanding, groups of learners and individuals, critically evaluating their practice.
lesson time; and attitudes. The pace of learning interest and positive attitudes. through the setting of They can accurately judge the
promote a love of learning and teaching is often inappropriate When teaching they maintain the differentiated learning outcomes, impact of their practice on
and children’s intellectual for the needs and abilities of the pace of the learning, are able to carefully matching teaching and individual and groups of learners
curiosity; pupils. The classroom environment respond flexibly to what is learning activities and resources to and can use their evaluation to
set homework and plan and ethos are not conducive to happening in the classroom and support learners in achieving these inform future planning, teaching
other out-of-class activities learning and pupil progress. have the confidence to adapt their and learning. They show initiative
intended learning outcomes. They
to consolidate and extend Review and evaluation of planning teaching in order to respond to the in contributing to curriculum
the knowledge and is inconsistently applied and needs of the learners. They can know how to learn from both planning and developing and
understanding pupils have opportunities to collaborate with create an environment in which the successful and less effective producing effective learning
acquired; more experienced colleagues on a learners are usually engaged. lessons through their systematic resources in their placement
reflect systematically on range of projects have often been They understand how homework or evaluation of the effectiveness of settings.
the effectiveness of lessons missed. other out-of-class work can sustain their practice, including its impact
and approaches to learners’ progress and consolidate on learners. They make a positive
teaching; learning and can design and set
contribution to the development of
contribute to the design appropriate tasks. They review and
and provision of an reflect on their own planning and curriculum and resources in their
engaging curriculum within teaching to prepare future placement settings.
the relevant subject activities and tasks which build on
area(s). and sustain progression in pupils’
learning. They work collaboratively
with more experienced colleagues,
where appropriate, to adapt and/or
develop the school’s medium-term
plans, schemes of work, curriculum
frameworks.
7. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S5 Adapt teaching to They are not sufficiently aware of They know the pupils well enough They consistently adapt their They quickly and accurately
respond to the strengths the different needs and strengths to recognise the different needs teaching to meet the needs of discern their learners’ strengths
and needs of all pupils of individuals and groups to adapt and strengths of individuals and individual and groups of learners and needs and are proactive in
their teaching to support learners groups and begin to adapt their to support progression in learning. differentiating and employing a
know when and how to to progress. They show some teaching to address those needs They know how to secure progress range of effective intervention
differentiate appropriately, awareness of key barriers to and strengths so that learners are for learners and how to identify strategies to secure progression
using approaches which pupils’ achievement but lack supported towards achieving their when groups and individuals have for individuals and groups. They
enable pupils to be taught understanding of strategies that potential. They are aware of a made progress. They have a range have an astute understanding of
effectively; experienced teachers use to range of factors that are potential of effective strategies that they how effective different teaching
have a secure overcome these barriers. There is barriers to achievement and can apply to reduce barriers and approaches are in terms of impact
understanding of how a little account taken in their understand how experienced respond to the strengths and on learning and engagement of
range of factors can inhibit teaching of how children and teachers use a range of strategies needs of their pupils. They clearly learners.
pupils’ ability to learn, and young people develop or of how to to reduce these barriers. They recognise how to deal with any
how best to overcome support pupils with particular begin to deploy these strategies potential barriers to learning
these; needs, including EAL and SEND. themselves, working alongside through their application of well-
demonstrate an awareness experienced teachers and support targeted interventions and the
of the physical, social and staff as appropriate. They show appropriate deployment of
intellectual development of awareness of how children and available support staff.
children, and know how to young people develop and take
adapt teaching to support account of this in their teaching.
pupils’ education at They have some understanding of
different stages of the challenges and opportunities of
development; teaching in a diverse society. They
have a clear understanding have a developing understanding
of the needs of all pupils, of the needs of all pupils and are
including those with special able to articulate distinctive
educational needs; those teaching approaches and strategies
of high ability; those with needed to engage and support
English as an additional pupils with particular needs,
language; those with including EAL and SEND. When the
disabilities; and be able to opportunity has arisen they have
use and evaluate used these successfully and are
distinctive teaching able to evaluate the impact of the
approaches to engage and adaptations employed, on the
support them. progress of individual learners.
8. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S6 Make accurate and They have an insecure They have a secure understanding They are able to assess pupils’ They can confidently and
productive use of understanding of the statutory of the statutory assessment attainment accurately against accurately assess pupils’
assessment assessment requirements for the requirements for the national benchmarks. They employ attainment against national
subject/curriculum in the age subject/curriculum in the age a range of appropriate formative benchmarks. They use a range of
know and understand how phases they are preparing to phases they are preparing to teach assessment strategies effectively assessment strategies very
to assess the relevant teach. Their planning is and are able to make broadly and can adapt their teaching effectively in their day to day
subject and curriculum characterised by underdeveloped accurate assessments against within lessons in light of pupils’ practice to monitor progress and to
areas, including statutory assessment strategies that are not national benchmarks. Their responses. They maintain inform future planning.
assessment requirements; sufficiently effective to support planning is characterised by the accurate records of pupils’ They systematically and effectively
make use of formative and pupils in making progress. They use of a range of formative and progress and use these to set check learners’ understanding
summative assessment to show little awareness of how to summative assessment strategies, appropriately challenging targets. throughout lessons, anticipating
secure pupils’ progress; modify their teaching and designed to support pupils in They assess learners’ progress where intervention may be needed
use relevant data to classroom practice in the light of making progress. They deploy regularly and accurately and and do so with notable impact on
monitor progress, set formative assessment information these strategies effectively in discuss assessments with them so the quality of learning. They
targets, and plan or of how summative data is used lessons, both to evaluate the that learners know how well they assess learners’ progress regularly
subsequent lessons; to set targets for groups and impact of teaching on the progress have done and what they need to and work with them to accurately
give pupils regular individuals. Their record-keeping is of learners and as a basis for do to improve. target further improvement and
feedback, both orally and not used to support the monitoring modifying their teaching and secure rapid progress.
through accurate marking, of pupil progress and target- classroom practice when
and encourage pupils to setting. Their marking and necessary. They understand how
respond to the feedback. feedback to pupils are, too often, school- and pupil-level summative
untimely and not focused on data is used to set targets for
making progress. groups and individuals and they
use that knowledge to monitor
progress in the groups they teach.
With guidance from experienced
teachers, they monitor pupil
progress and maintain accurate
records, setting new targets for
individuals and groups. They mark
pupils’ work constructively and
provide appropriate oral feedback
to pupils to help them to make
progress.
9. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S7 Manage behaviour They attempt to work within the They work within the school’s They work within the school’s They rapidly adapt to the different
effectively to ensure a good school’s framework for behaviour, framework for behaviour and can framework for behaviour and apply circumstances in which they train,
and safe learning but find it difficult to apply rules apply rules and routines rules and routines consistently and working confidently within the
environment and routines with consistency and consistently and fairly. They have fairly. They consistently have high frameworks established in different
fairness. Expectations have been high expectations and are aware of expectations and understand a settings and applying rules and
have clear rules and insufficiently high for positive the range of strategies that range of strategies that routines consistently and fairly.
routines for behaviour in behaviour to be maintained. experienced teachers use to experienced teachers use to They consistently have high
classrooms, and take Problems have arisen from promote positive behaviour. They promote positive behaviour and expectations and understand a
responsibility for promoting planning and teaching which do are able to apply these apply these effectively, including range of strategies that
good and courteous not challenge learners, coupled appropriately, in the context of the use of school sanctions and experienced teachers use to
behaviour both in with a narrow range of strategies schools policy using sanctions and rewards and use of praise, in order promote positive behaviour and
classrooms and around the to promote positive behaviour. rewards, including praise, in order to create an environment apply these very effectively,
school, in accordance with Support in addressing challenging to create an environment supportive of learning. They including use of school sanctions
the school’s behaviour behaviour from experienced supportive of learning. They manage behaviour effectively so and rewards and use of praise, in
policy; teachers and support staff is not understand when to seek that learners demonstrate positive order to create an environment
have high expectations of sought in a timely fashion. Too additional support in addressing attitudes towards the teacher, highly supportive of learning. They
behaviour, and establish a often, the emphasis in the the needs of pupils where their learning and each other manage pupil behaviour with ease
framework for discipline classroom is on the management significantly challenging behaviour allowing lessons to flow smoothly so that learners display very high
with a range of strategies, of behaviour rather than on is demonstrated. They recognise so that disruption is unusual. They levels of engagement, courtesy,
using praise, sanctions and engaging pupils in their learning that planning appropriate lessons actively seek additional support in collaboration and cooperation.
rewards consistently and and moving their learning forward. which challenge learners, teaching addressing the needs of pupils They actively seek additional
fairly; using a variety of strategies which where significantly challenging support in addressing the needs of
manage classes effectively, address pupils’ needs and behaviour is demonstrated. pupils where significantly
using approaches which employing appropriate assessment challenging behaviour is
are appropriate to pupils’ strategies will all contribute to demonstrated.
needs in order to involve successful behaviour management.
and motivate them; They show understanding of how
maintain good barriers to learning can impact on
relationships with pupils, pupil behaviour and have begun to
exercise appropriate apply strategies to address these,
authority, and act working alongside experienced
decisively when necessary. teachers and support staff as
appropriate. They understand that
behaviour management is context-
dependent and are able to
articulate which factors may
contribute to more challenging
behaviour being exhibited within
their classes.
10. PART ONE: Teaching
A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:
S8 Fulfil wider professional They lack understanding of the They understand and are able to They are proactive in seeking out They are proactive in seeking out
responsibilities ethos of the school and therefore support the ethos of the school and opportunities to contribute to the opportunities to contribute in a
find it difficult to support it or to show an inclination to contribute to wider life and ethos of the school. significant way to the wider life
make a positive contribute to the wider life of the the wider life of the school in They are effective in building good and ethos of the school. They build
contribution to the wider school community in appropriate appropriate ways. They can build professional relationships with strong professional relationships
life and ethos of the ways. They are not able to effective professional relationships colleagues and demonstrate that and demonstrate that they are
school; confidently build effective and with various colleagues and have they can work well collaboratively able to work collaboratively with
develop effective purposeful professional the skills required to work when required to do so. They take colleagues on a regular basis. They
professional relationships relationships and are still collaboratively. They communicate responsibility for deploying support take responsibility for deploying
with colleagues, knowing developing the skills required to with and direct any support staff staff in their lessons and for support staff in their lessons and
how and when to draw on work collaboratively. They miss deployed in their lessons, to assist seeking advice from relevant for seeking advice from relevant
advice and specialist opportunities to seek specialist in supporting the progress and professionals in relation to pupils professionals in relation to pupils
support; help from staff with expertise in achievement of individuals and of with individual needs. They are with individual needs. They
deploy support staff the needs of specific pupils. They groups of pupils. They understand pro-active in terms of their own deliberately seek out opportunities
effectively; find it difficult to identify personal when to ask for information and professional learning and value the to develop their own professional
take responsibility for professional development targets advice from specialist staff about feedback they receive from more learning and respond positively to
improving teaching or to act upon targets that have individual pupils with specific experienced colleagues, using it to all the feedback they receive. They
through appropriate been identified for them through needs. They seek out and are develop their own teaching further. communicate very effectively, both
professional development, advice and feedback. This leads to responsive to advice from more They communicate effectively, verbally and in writing, with
responding to advice and a lack of meaningful and experienced colleagues. In both verbally and in writing, with parents and carers in relation to
feedback from colleagues; measurable progress. The need for evaluating their own practice they parents and carers in relation to pupils’ achievements and well-
communicate effectively communication with parents is are able to identify subsequent or pupils’ achievements and well- being, both when required to do so
with parents with regard to undervalued and, where present, on-going personal professional being. They assume some formally and are proactive in
pupils’ achievements and opportunities are missed to development targets and identify responsibility for doing so in communicating in relation to
well-being. communicate with and involve opportunities to address and meet response to individual pupils’ individual pupils’ emergent needs.
parents and carers in supporting these targets. They recognise the emergent needs.
pupils’ achievement, monitoring importance of communicating with
pupils’ well-being and responding parents and carers in supporting
to individual pupils’ emergent pupils’ achievement and
needs. monitoring pupils’ well-being. They
communicate effectively at set
points in the school year, including
at parents’ evenings and through
written reports. They understand
the need to communicate at other
points in response to individual
pupils’ emergent needs.
11. PART TWO: Personal and professional conduct
A teacher is expected to demonstrate consistently high All trainees to be awarded QTS will have demonstrated high standards of professional
standards of personal and professional conduct. The following behaviour and that:
statements define the behaviour and attitudes which set the
required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high They have a commitment to the teaching profession, and are able to develop appropriate professional
standards of ethics and behaviour, within and outside school, by: relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in
accordance with statutory provisions. They understand that by law that schools are required to teach a
treating pupils with dignity, building relationships rooted in mutual broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social
respect, and at all times observing proper boundaries appropriate and cultural diversity.
to a teacher’s professional position;
having regard for the need to safeguard pupils’ well-being, in They are willing to assume an appropriate degree of responsibility for the implementation of workplace
accordance with statutory provisions; policies in the different settings in which they have trained. They adhere to school policies and practices,
showing tolerance of and respect for the rights of others; including those for attendance and punctuality
not undermining fundamental British values, including democracy,
the rule of law, individual liberty and mutual respect, and They have a broad understanding of their statutory professional responsibilities, including the requirement
tolerance of those with different faiths and beliefs; to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as
ensuring that personal beliefs are not expressed in ways which provided for in current equality legislation. They are aware of the professional duties of teachers as set out
exploit pupils’ vulnerability or might lead them to break the law. in the statutory School Teachers’ Pay and Conditions document.
Teachers must have proper and professional regard for the ethos,
policies and practices of the school in which they teach, and maintain
high standards of attendance and punctuality.
Teachers must have an understanding of, and always act within, the
statutory frameworks which set out their professional duties and
responsibilities.