NZRA Teacher Training 2009
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1) The document describes a Tuakana/Teina peer tutoring program established at Stoke School to help improve vocabulary, comprehension, and phonological awareness among Year 5/6 students, utilizing ex-HPP students as tutors. 2) The program was developed through an action research model with teacher consultation, tutor training, clear expectations, record keeping, and assessment of student outcomes. 3) Potential pitfalls were addressed such as dedicated space, backup plans, and logistics, while benefits included measurable academic and relationship gains for both tutors and tutees.
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This document summarizes the candidate's extensive teaching, training, and leadership experience over many years:
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This document outlines a research proposal that investigates teachers' perceptions of assessing students' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews of 12 teachers to obtain qualitative views. The research questions focus on teachers' perceptions of reading assessments, any differences related to experience or qualifications, and factors influencing perceptions. The significance, limitations, and methodology are described in the proposal.
My research proposal.ppt
This document outlines a research proposal that investigates teachers' perceptions of assessing pupils' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews to gather qualitative perspectives from 12 teachers. The research questions focus on teachers' perceptions of reading assessments, factors influencing their views, and potential differences based on experience or education. The significance of the study is to help address issues in oral skills assessment and benefit teachers, students, and the Ministry of Education.
Franklin, MA - Literacy Update 2/10/09
1. The document presents the literacy goals and professional development plans for the Franklin School District for the 2009 school year.
2. Elementary goals include having all teachers understand and implement the structure of reader's workshop. Middle school goals are to explicitly model pre-reading and pre-writing strategies and identify resources to support literacy instruction.
3. Professional development plans include workshops, lab classrooms, and coaching to support teachers in meeting the literacy goals.
Teacher performance expectations
The document outlines California's Teaching Performance Expectations (TPEs) which describe the skills and knowledge beginning teachers should have. The TPEs are organized into 6 domains covering areas like subject matter expertise, student assessment, student engagement, and professional conduct. There are 13 specific TPEs further explaining the domains. The TPEs form the basis for teacher credential programs and ensure teachers can support student learning and meet state standards.
DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...
DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Oral communication skills in pedagogical research
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
nrp-on-catch-up-fridays-240126120544-20d76274.pdf
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP has two components - reading enhancement and reading intervention. It outlines the assessment tools, curriculum, delivery, and resources for the program. Catch-Up Fridays will be implemented where students engage in reading and teachers receive training. The document addresses frequently asked questions about Catch-Up Fridays and provides samples of class programs and learning routines.
NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVE
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
School framework presentation
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
Assessment, recording, reporting policy
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
OFSTED& J ELEY
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
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