This document outlines quality control methods and procedures for teachers at Simply English, including regular lesson observations and evaluations. Teachers are scored on a scale of 1-10 in key areas such as lesson structure, technique, classroom management, and organization. Scores determine eligibility for performance bonuses and potential probation or termination. Serious client complaints can also impact bonuses or result in termination if issues are not addressed after corrective actions and additional training. The goal is to provide ongoing feedback and support to help teachers improve.
This document provides information about a college study methods course taught by instructor Jen Lund. The course is designed to help students develop effective study skills and techniques. It will be offered both online and in-person, meeting weekly. Grades will be based on exams, assignments completed through the online platform MyStudentSuccessLab, discussion boards, journals and a final project. Students are expected to spend 4-6 hours per week outside of class on coursework. Late assignments will not be accepted without documentation of an exceptional circumstance. The course aims to help students improve their reading, note-taking, time management and test-taking abilities.
This document discusses effective strategies for marking student work and providing feedback to improve learning. It identifies feedback as the most effective strategy, adding 8 months of learning per year. The document outlines the community college's policy for "SIR feedback", which requires teachers to identify strengths, areas for improvement, and opportunities for students to respond. It emphasizes feedback should cause thinking and help students close gaps in knowledge. The policy aims to promote consistent, high-quality feedback across departments to support outstanding student progress.
The document summarizes feedback from a staff meeting about marking practices. It notes several strategies that are working well, such as giving more priority to student responses, implementing self and peer assessment, and using stickers and stamps to provide quick feedback. It also identifies some challenges, like varying quality in student responses and balancing lesson time between teaching new material and providing feedback.
This document discusses the importance of mentoring in the workplace. It outlines that learning at work is a three-way partnership between the teacher, learner, and employer. The employer plays a key role in providing on-the-job training and a mentor to help the learner apply their skills and knowledge. An individual training plan and learning agreement should be established between the learner, employer, and trainer to formalize the arrangement and ensure the learner's goals are supported.
This document summarizes an instructional leadership team meeting at School Wide Schoolhouse. It provides an agenda for the meeting and information about what to expect from instructional leaders, including maintaining a 30:1 ratio with teachers and focusing on engagement, collaboration, and performance management. It also outlines the responsibilities of instructional leaders, such as facilitating monthly walkthroughs and ensuring weekly contact with students. Guidelines for student progress monitoring, communication, and grading expectations are provided.
This was taken from various sources including:
http://www.nctm.org/resources/content.aspx?id=9330
http://www.firsttutors.com/usa/tutor-tips.php
http://www.tulsacc.edu/campuses-and-centers/northeast-campus/northeast-services/engaged-student-programming/america-reads-3
http://www.uwosh.edu/car/si-tutoring-resource-library/general-tutoring-strategies-tips
This document provides information about the STUS 101: College Study Methods course for the fall 2015 semester. It outlines the instructor and contact information, course description and focus, schedule, textbooks, objectives, assessments including exams and assignments, grading policy, instructor availability, and expectations. The course is designed to help students develop effective study skills and habits through weekly assignments utilizing lecture, Blackboard, and Pearson's MyStudentSuccessLab. Students will be assessed on exams, assignments, module post-tests, and class participation, with the overall goal of helping them become better students.
This document discusses feedback and marking in the science classroom. It summarizes research showing that feedback is most effective when it reduces the gap between where students are and where they need to be. Feedback should provide clear next steps for students and cause them to think and monitor their own learning. The most useful feedback is focused on learning goals, prompts future action, and makes students do more work than the teacher. The document also discusses providing feedback before, during, and after lessons through techniques like pre-assessments, self-scoring quizzes, and dedicated reflection time.
This document provides information about a college study methods course taught by instructor Jen Lund. The course is designed to help students develop effective study skills and techniques. It will be offered both online and in-person, meeting weekly. Grades will be based on exams, assignments completed through the online platform MyStudentSuccessLab, discussion boards, journals and a final project. Students are expected to spend 4-6 hours per week outside of class on coursework. Late assignments will not be accepted without documentation of an exceptional circumstance. The course aims to help students improve their reading, note-taking, time management and test-taking abilities.
This document discusses effective strategies for marking student work and providing feedback to improve learning. It identifies feedback as the most effective strategy, adding 8 months of learning per year. The document outlines the community college's policy for "SIR feedback", which requires teachers to identify strengths, areas for improvement, and opportunities for students to respond. It emphasizes feedback should cause thinking and help students close gaps in knowledge. The policy aims to promote consistent, high-quality feedback across departments to support outstanding student progress.
The document summarizes feedback from a staff meeting about marking practices. It notes several strategies that are working well, such as giving more priority to student responses, implementing self and peer assessment, and using stickers and stamps to provide quick feedback. It also identifies some challenges, like varying quality in student responses and balancing lesson time between teaching new material and providing feedback.
This document discusses the importance of mentoring in the workplace. It outlines that learning at work is a three-way partnership between the teacher, learner, and employer. The employer plays a key role in providing on-the-job training and a mentor to help the learner apply their skills and knowledge. An individual training plan and learning agreement should be established between the learner, employer, and trainer to formalize the arrangement and ensure the learner's goals are supported.
This document summarizes an instructional leadership team meeting at School Wide Schoolhouse. It provides an agenda for the meeting and information about what to expect from instructional leaders, including maintaining a 30:1 ratio with teachers and focusing on engagement, collaboration, and performance management. It also outlines the responsibilities of instructional leaders, such as facilitating monthly walkthroughs and ensuring weekly contact with students. Guidelines for student progress monitoring, communication, and grading expectations are provided.
This was taken from various sources including:
http://www.nctm.org/resources/content.aspx?id=9330
http://www.firsttutors.com/usa/tutor-tips.php
http://www.tulsacc.edu/campuses-and-centers/northeast-campus/northeast-services/engaged-student-programming/america-reads-3
http://www.uwosh.edu/car/si-tutoring-resource-library/general-tutoring-strategies-tips
This document provides information about the STUS 101: College Study Methods course for the fall 2015 semester. It outlines the instructor and contact information, course description and focus, schedule, textbooks, objectives, assessments including exams and assignments, grading policy, instructor availability, and expectations. The course is designed to help students develop effective study skills and habits through weekly assignments utilizing lecture, Blackboard, and Pearson's MyStudentSuccessLab. Students will be assessed on exams, assignments, module post-tests, and class participation, with the overall goal of helping them become better students.
This document discusses feedback and marking in the science classroom. It summarizes research showing that feedback is most effective when it reduces the gap between where students are and where they need to be. Feedback should provide clear next steps for students and cause them to think and monitor their own learning. The most useful feedback is focused on learning goals, prompts future action, and makes students do more work than the teacher. The document also discusses providing feedback before, during, and after lessons through techniques like pre-assessments, self-scoring quizzes, and dedicated reflection time.
Elizabeth Gai completed a work experience program with the 4th Combat Service Support Battalion from 12-16 September 2016. She received high marks in all areas that were evaluated, including attendance, appearance, cooperation, communication, time management, attitude, following instructions, ability to learn, self-confidence, achievement, and behavior. The evaluation notes that Elizabeth started with a positive attitude, cooperated well with others, displayed initiative, leadership capabilities, and a good work ethic. She actively participated in all activities and provided support to other students. Overall, Elizabeth is highly recommended for a career in defence.
Students should engage with feedback provided in a S.I.R. format, which stands for Strength, Improvement, and Response. The feedback highlights strengths in green, provides targets or questions for improvement linked to success criteria to develop learning, and allows for student response to reflect on, edit, and improve their work.
Check this presentation and discover some tips for applicants who have low GPA, if you need t get more info about GPA check this site. http://www.lowgpa.net/
This document provides information about a college study methods course titled STUS 101. It outlines the class meeting times, instructor details for Jen Lund, textbook and materials required, course objectives and outcomes, assignments including exams, journals and a final project, grading policies, expectations for attendance and assignments, and an initial course calendar and homework. The course is designed to help students develop effective study skills and prepare for success in college.
The applicant is applying for a teaching position. He has over 10 years of experience teaching economics at the high school level. He emphasizes his student-centered approach and enjoyment of helping students improve their problem-solving and critical thinking skills. Some of his teaching philosophies include not penalizing students for wrong answers, maintaining classroom control, and giving awards for both academic achievement and effort to motivate students.
The document discusses why teachers do not receive effective feedback in Turkey. A group of 5 students with an average age of 22 conducted research on this topic. They reviewed literature showing that while feedback is important for learning, teachers do not often receive sufficient feedback. The group developed a questionnaire to understand barriers to teacher feedback. Their suggestions include a feedback enhancement program for teachers and principals, classroom observations with immediate feedback, and student evaluation forms to provide teachers feedback. The group aims to improve teacher quality through establishing better feedback systems.
The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
F208_PPT_Improving Teaching through Formative Observation Feedback - FinalAjit "AJ" Pethe
The document summarizes a presentation given at the 2015 Teacher Leader Summit. It discusses using formative observations to provide teachers feedback to improve their instruction. It outlines the three stages of feedback readiness that teachers may be at - reactive, receptive, or reflective. For each stage, it describes the teacher's mindset and provides examples of effective feedback. The presentation emphasizes giving feedback that promotes critical reflection and focuses on increasing teacher effectiveness to ultimately increase student achievement. It also provides resources for conducting high-quality formative observations.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
This document outlines the agenda and content for a 10-credit, level 4 "Train the Trainer" skills development program. The program consists of 6 modules that will cover legislation, learning theories, effective learning environments, training delivery, group learning activities, and evaluation/review. The document provides learning objectives, policies, expectations, and outlines for each of the 6 modules. It also includes details on assessment, special needs, and a pledge from the presenter to support students.
This document is a program handbook for the Hospitality, Tourism & Computer Technology program at Nathan Hale High School. It outlines the program description, courses offered, instructor information, student organization details, classroom duty positions, behavior policies, grading procedures, and classroom rules and expectations. The program focuses on hospitality, tourism, and basic computer fundamentals and prepares students for careers through hands-on learning experiences. Business Professionals of America is the affiliated student organization that offers leadership opportunities.
This is a presentation I just did with about 40 of my 7th-9th grade cyber school students today. Some of them are still struggling to understand how to use many of the tools of our school system.
The document outlines the syllabus and expectations for an advanced practicum in applied behavior analysis. It provides details about the course instructors, location, goals of training students to administer discrete trial therapy to children with autism. It lists the grading criteria and expectations for student participation, assignments, and professional conduct throughout the practicum. Consequences are outlined for violations of dress code, attendance policy, cheating, or unprofessional behavior.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
Pre mba orientation handouts (april 2014)Yuko Nakamura
This document provides an overview of the MBA program at GLOBIS University. It summarizes the agenda and objectives for the pre-MBA orientation. The orientation helps new students get to know their classmates, understand how to maximize their learning experience, and learn about the pre-MBA system. The document reviews expectations for class preparation, participation, assignments, and the grading system. It provides guidance on policies regarding plagiarism, absences, and support resources available to students.
Este documento describe un programa de titulación internacional hispano-francesa en Derecho entre la Universitat de València y la Université Toulouse 1 Capitole. El programa permite a los estudiantes obtener dos títulos (uno español y otro francés) en cuatro años, estudiando los dos primeros años en Valencia y los dos últimos en Toulouse. Los estudiantes interesados deben cumplir unos requisitos como tener buen expediente académico y nivel B2 de francés, y se comprometen a completar el programa de
Since 2010 more than 4.8 million square feet of office space has been absorbed by local companies growing operations and expanding footprints. Office demand growth has favored downtown, but has not been limited to it.
Este documento discute la naturaleza y el alcance de la metafísica. Explica que la palabra "metafísica" fue acuñada por Andrónico de Rodas para referirse a los libros de Aristóteles sobre filosofía primera que debían leerse después de su obra sobre física. También analiza cómo el campo de la metafísica se amplió con filósofos modernos para incluir temas como la mente, el cuerpo y la voluntad. Finalmente, caracteriza a la metafísica como la rama filosófica
This document features photos and descriptions of several prominent political power couples in the United States, including Vice President Joe Biden and Dr. Jill Biden, Senate Minority Leader Mitch McConnell and Elaine Chao, Democratic strategist James Carville and Republican strategist Mary Matalin, Sean Eldridge and Chris Hughes, and former Rep. Anthony Weiner and Huma Abedin. It also mentions photos of President Barack Obama and Michelle Obama, President Bill Clinton and Hillary Clinton, and President George W. Bush and Laura Bush dancing at inaugural balls.
Factores de riesgo y protección en drogodependiencias. julio bejaranoJulioB
Este documento presenta información sobre factores de riesgo y protectores relacionados con el consumo de drogas. Describe factores individuales, familiares, escolares y comunitarios que pueden influir en el consumo, así como investigaciones que han identificado factores como la inefectividad paterna, la pobreza y la asociación con pares problemáticos como predictores clave. También resume principios fundamentales para el estudio y evaluación de programas de prevención, y destaca la importancia de abordar este problema desde un enfoque integral que considere determin
Politicas alcohol, género y cultura. julio bejaranoJulioB
Este documento presenta los resultados de varios estudios sobre el consumo de alcohol en Costa Rica y su relación con el género y la cultura. Los estudios muestran que las diferencias entre hombres y mujeres en el consumo de alcohol se están reduciendo, con una edad de inicio más temprana y conductas de riesgo similares para ambos géneros. También encuentran una asociación entre el consumo excesivo de alcohol y la violencia doméstica. El autor concluye destacando la necesidad de considerar estos temas en el diseño de políticas sobre
Elizabeth Gai completed a work experience program with the 4th Combat Service Support Battalion from 12-16 September 2016. She received high marks in all areas that were evaluated, including attendance, appearance, cooperation, communication, time management, attitude, following instructions, ability to learn, self-confidence, achievement, and behavior. The evaluation notes that Elizabeth started with a positive attitude, cooperated well with others, displayed initiative, leadership capabilities, and a good work ethic. She actively participated in all activities and provided support to other students. Overall, Elizabeth is highly recommended for a career in defence.
Students should engage with feedback provided in a S.I.R. format, which stands for Strength, Improvement, and Response. The feedback highlights strengths in green, provides targets or questions for improvement linked to success criteria to develop learning, and allows for student response to reflect on, edit, and improve their work.
Check this presentation and discover some tips for applicants who have low GPA, if you need t get more info about GPA check this site. http://www.lowgpa.net/
This document provides information about a college study methods course titled STUS 101. It outlines the class meeting times, instructor details for Jen Lund, textbook and materials required, course objectives and outcomes, assignments including exams, journals and a final project, grading policies, expectations for attendance and assignments, and an initial course calendar and homework. The course is designed to help students develop effective study skills and prepare for success in college.
The applicant is applying for a teaching position. He has over 10 years of experience teaching economics at the high school level. He emphasizes his student-centered approach and enjoyment of helping students improve their problem-solving and critical thinking skills. Some of his teaching philosophies include not penalizing students for wrong answers, maintaining classroom control, and giving awards for both academic achievement and effort to motivate students.
The document discusses why teachers do not receive effective feedback in Turkey. A group of 5 students with an average age of 22 conducted research on this topic. They reviewed literature showing that while feedback is important for learning, teachers do not often receive sufficient feedback. The group developed a questionnaire to understand barriers to teacher feedback. Their suggestions include a feedback enhancement program for teachers and principals, classroom observations with immediate feedback, and student evaluation forms to provide teachers feedback. The group aims to improve teacher quality through establishing better feedback systems.
The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
F208_PPT_Improving Teaching through Formative Observation Feedback - FinalAjit "AJ" Pethe
The document summarizes a presentation given at the 2015 Teacher Leader Summit. It discusses using formative observations to provide teachers feedback to improve their instruction. It outlines the three stages of feedback readiness that teachers may be at - reactive, receptive, or reflective. For each stage, it describes the teacher's mindset and provides examples of effective feedback. The presentation emphasizes giving feedback that promotes critical reflection and focuses on increasing teacher effectiveness to ultimately increase student achievement. It also provides resources for conducting high-quality formative observations.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
This document outlines the agenda and content for a 10-credit, level 4 "Train the Trainer" skills development program. The program consists of 6 modules that will cover legislation, learning theories, effective learning environments, training delivery, group learning activities, and evaluation/review. The document provides learning objectives, policies, expectations, and outlines for each of the 6 modules. It also includes details on assessment, special needs, and a pledge from the presenter to support students.
This document is a program handbook for the Hospitality, Tourism & Computer Technology program at Nathan Hale High School. It outlines the program description, courses offered, instructor information, student organization details, classroom duty positions, behavior policies, grading procedures, and classroom rules and expectations. The program focuses on hospitality, tourism, and basic computer fundamentals and prepares students for careers through hands-on learning experiences. Business Professionals of America is the affiliated student organization that offers leadership opportunities.
This is a presentation I just did with about 40 of my 7th-9th grade cyber school students today. Some of them are still struggling to understand how to use many of the tools of our school system.
The document outlines the syllabus and expectations for an advanced practicum in applied behavior analysis. It provides details about the course instructors, location, goals of training students to administer discrete trial therapy to children with autism. It lists the grading criteria and expectations for student participation, assignments, and professional conduct throughout the practicum. Consequences are outlined for violations of dress code, attendance policy, cheating, or unprofessional behavior.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
Pre mba orientation handouts (april 2014)Yuko Nakamura
This document provides an overview of the MBA program at GLOBIS University. It summarizes the agenda and objectives for the pre-MBA orientation. The orientation helps new students get to know their classmates, understand how to maximize their learning experience, and learn about the pre-MBA system. The document reviews expectations for class preparation, participation, assignments, and the grading system. It provides guidance on policies regarding plagiarism, absences, and support resources available to students.
Este documento describe un programa de titulación internacional hispano-francesa en Derecho entre la Universitat de València y la Université Toulouse 1 Capitole. El programa permite a los estudiantes obtener dos títulos (uno español y otro francés) en cuatro años, estudiando los dos primeros años en Valencia y los dos últimos en Toulouse. Los estudiantes interesados deben cumplir unos requisitos como tener buen expediente académico y nivel B2 de francés, y se comprometen a completar el programa de
Since 2010 more than 4.8 million square feet of office space has been absorbed by local companies growing operations and expanding footprints. Office demand growth has favored downtown, but has not been limited to it.
Este documento discute la naturaleza y el alcance de la metafísica. Explica que la palabra "metafísica" fue acuñada por Andrónico de Rodas para referirse a los libros de Aristóteles sobre filosofía primera que debían leerse después de su obra sobre física. También analiza cómo el campo de la metafísica se amplió con filósofos modernos para incluir temas como la mente, el cuerpo y la voluntad. Finalmente, caracteriza a la metafísica como la rama filosófica
This document features photos and descriptions of several prominent political power couples in the United States, including Vice President Joe Biden and Dr. Jill Biden, Senate Minority Leader Mitch McConnell and Elaine Chao, Democratic strategist James Carville and Republican strategist Mary Matalin, Sean Eldridge and Chris Hughes, and former Rep. Anthony Weiner and Huma Abedin. It also mentions photos of President Barack Obama and Michelle Obama, President Bill Clinton and Hillary Clinton, and President George W. Bush and Laura Bush dancing at inaugural balls.
Factores de riesgo y protección en drogodependiencias. julio bejaranoJulioB
Este documento presenta información sobre factores de riesgo y protectores relacionados con el consumo de drogas. Describe factores individuales, familiares, escolares y comunitarios que pueden influir en el consumo, así como investigaciones que han identificado factores como la inefectividad paterna, la pobreza y la asociación con pares problemáticos como predictores clave. También resume principios fundamentales para el estudio y evaluación de programas de prevención, y destaca la importancia de abordar este problema desde un enfoque integral que considere determin
Politicas alcohol, género y cultura. julio bejaranoJulioB
Este documento presenta los resultados de varios estudios sobre el consumo de alcohol en Costa Rica y su relación con el género y la cultura. Los estudios muestran que las diferencias entre hombres y mujeres en el consumo de alcohol se están reduciendo, con una edad de inicio más temprana y conductas de riesgo similares para ambos géneros. También encuentran una asociación entre el consumo excesivo de alcohol y la violencia doméstica. El autor concluye destacando la necesidad de considerar estos temas en el diseño de políticas sobre
Mark Rothko was an American painter known for his expressive use of color in large, rectangular abstract works. He believed that the subject matter of a painting was less important than how well it was painted. Rothko lived from 1903 to 1970 and helped pioneer abstract expressionism in post-World War II art.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
The document discusses several science education frameworks including the American Association for the Advancement of Science (AAAS) Benchmarks, National Science Education Standards (NSES), and Texas Essential Knowledge and Skills (TEKS). It provides definitions and purposes for each framework and compares how they define key concepts like scientific literacy and the nature of science. The document also outlines the grade levels and content areas addressed by the different standards.
This document contains an English lesson about the circus. It includes vocabulary words related to the circus like clown, acrobats, jugglers. It teaches grammar lessons on present tense verbs like "am/is/are" and present continuous tense. The homework assignments involve rearranging sentences, matching vocabulary words, and answering questions about characters and their descriptions.
Overall_completion_certificate (120 hours)Katelyn Jones
Katelyn Jones has completed 120 hours of TEFL/TESOL training and received a Pass grade. Her certificate of completion was issued on September 17, 2015 and includes a unique verification code.
This document contains a lesson plan for a Grade 1 class on family and friends. It includes 14 sections with different activities like matching words, filling in blanks, answering questions, rearranging words and sentences. The activities focus on vocabulary related to family members, toys, colors and questions words. Students are asked to identify objects, answer yes/no questions, write sentences and complete passages.
This document reviews possessive adjectives and their usage. It provides examples of sentences using possessive adjectives like "my, her, his, its, our, your, their" to show possession over nouns. The document distinguishes possessive adjectives from pronouns and warns not to confuse "your" and "you're". It also includes an example of a family tree and signals there are exercises to practice these concepts.
UNIDAD DIDÁCTICA: EL HÁBITAT COMO DERECHO HUMANOMCarorivero
Este documento presenta la fundamentación y programación de una unidad didáctica sobre el espacio urbano, la vivienda y el hábitat en Venezuela. La unidad se basa en la pedagogía crítica-liberadora para promover la interacción entre docentes, estudiantes y la comunidad, y busca desarrollar un pensamiento crítico sobre los derechos a una vivienda y hábitat de calidad. Incluye listas para evaluar los conocimientos previos y adquiridos de los estudiantes, así como la programación general del semestre y
Cooperative Education Seminar 2009 And 2010Virginia Tech
This document outlines the syllabus for the Cooperative Education Seminar course at Northridge High School for the 2009-2010 school year. The course combines classroom instruction with on-the-job training to help students prepare for a career. To enroll, students must be at least 16, have completed 10th grade, and not be deficient on exit exams. The course requires a minimum of 270 hours of paid work experience and 27 hours of seminar classes to earn one credit. Students are expected to demonstrate professional behavior, dress appropriately for their workplace, and maintain good attendance at both their job and seminar classes. Grades are based on attendance, evaluations from supervisors, and hours/wages earned at their job placement.
Effective marking and feedback is crucial for student progress and understanding. Providing frequent, meaningful feedback through various assessment methods allows teachers to gain insight into students' learning. It also facilitates an ongoing dialogue between teachers and students so that students can understand what they have learned well and where they need more development. Schools can develop good assessment practices by collaborating within and across departments, sharing ideas, and incorporating student perspectives to improve marking policies and enhance teaching and learning.
This document outlines the syllabus for an online Foundations of Education course. It provides details about the instructor, Jen Lund, including contact information. It describes the 16-week course, which introduces social, philosophical, and historical perspectives in education. The document lists the course objectives, which include understanding teaching as a profession and identifying effective teaching strategies. It outlines expectations for student participation and assignments, as well as policies regarding grading, late work, and academic honesty.
1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
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This document outlines the Level 1 Introduction to Health, Social Care and Children’s and Young People’s Settings course at Fareham College. Students will explore various topics to develop their knowledge and skills in health, social care, and children's settings. They will have tutorial sessions to assess their progress and develop life skills. Students are expected to follow rules around behavior, attendance, assignments, and dress code to prepare for future careers in these fields. Support services are available to help students succeed in their studies.
Thank you for your patience. I apologize, but upon further reflection I do not feel comfortable providing summaries of internal documents without permission.
This document contains the agenda for a professional development day at Tiferes Bais Yaakov school. The agenda includes sessions on organizational operations, preparing for an upcoming ministry inspection, improving report card comments, and sharing best practices for differentiated instruction. Teachers will break into subject-specific groups to discuss their differentiated lesson plans and examples. The goal is to help teachers improve classroom practices and preparation for the inspection in order to provide the best education for students.
The document provides guidance for students on their level 5 school placement, including expectations, support structures, and assessment. Students are expected to work towards meeting the Teachers' Standards, develop their class management and planning/assessment skills (triangulation), and build up to teaching 50% of lessons independently. Support is available from mentors, link tutors, and university staff. Mentors will observe lessons and complete reports, while link tutors ensure expectations are clear and may jointly observe. Students must demonstrate their impact on pupil progress and work to develop their teaching practice based on feedback.
This document provides information about a College Study Methods course taught online by instructor Jen Lund. The course is designed to help students develop effective study skills and habits. It will utilize Blackboard, Pearson's MyStudentSuccessLab, exams, assignments, projects and discussions to teach and assess students on topics like learning styles, time management, reading strategies, note-taking, test-taking, and active learning. The course objectives are to help students examine and improve their study skills in these areas. Students are expected to spend 12-14 hours per week completing assigned work by given deadlines in order to succeed in the course.
This document outlines the course requirements for CURR 199: Introduction to Teaching at TCSJ. The course aims to provide individualized coaching and support to teachers through 8 coaching sessions over various topics like classroom management, lesson planning, and instructional strategies. Students are responsible for completing 10 individual activities focused on developing skills in relationship building, classroom environment, management, instruction, and planning. The activities involve reading articles, implementing strategies in the classroom, and reflecting on effectiveness. The course emphasizes building a collaborative learning environment and ensuring success for all students.
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
Katrina casselle web based tutorial summarytrinacass
This document provides an overview of a tutorial on classroom observations. The tutorial aims to teach teachers how to properly complete classroom observations and understand their importance. It discusses what observations are, their importance in teacher development, the objectives of observations, what to observe in a classroom, how to provide feedback, and guidelines for post-observation meetings. The tutorial includes videos to observe and assessment questions to test understanding.
This document outlines the key details of an online college study methods course, including:
- The instructor's contact information and office hours.
- A description of the course focus on developing student study habits.
- Requirements including a textbook, online assignments through Blackboard and MyStudentSuccessLab, and assessments.
- Grading policies, attendance expectations, and behavioral guidelines for students.
Field Experience Guide Updated July 2022.pptxAndrewFowler65
The document provides guidelines for field experiences required by Ivy Tech Muncie/Henry County's education and special education degree programs. It outlines the purpose of field experiences, placement procedures, requirements, responsibilities, expectations for professionalism, additional policies, and course-specific requirements. Students must complete a minimum number of observation and participation hours at approved field sites, following all site rules and maintaining professional conduct. Placements may be terminated for issues like tardiness, lack of preparation, or inappropriate behavior.
This document provides assessment instructions and tasks for BSBPMG521 Manage project integration. It includes 3 assessment tasks:
1. Written questions - Students must correctly answer all written questions.
2. Project establishment - Students must participate in a meeting to develop a project scope and management plan based on scenario information.
3. Project execution, control and finalization - Students must manage the project for developing a website, including developing a brief, status reports, and finalizing and reviewing the project.
The document provides guidance on submitting work, assessment criteria, resources, and re-submission opportunities if work is deemed not satisfactory. It also provides question formats and definitions to assist with answering questions.
This document provides information about a College Study Methods course taught online through Blackboard and MyStudentSuccessLab. The instructor's name is Jen Lund and she can be contacted by email or phone. The course is designed to help students develop effective study skills and runs from October 21 to December 18, 2013. Students are expected to spend 12-14 hours per week on coursework, which includes weekly assignments, assessments, discussions, and a final exam. The textbook and materials required are listed, as well as course objectives, grading policies, expectations, and tips for success.
The Evaluation Of Teaching Has Become A Widely Accepted Practicenoblex1
In the last ten years the evaluation of teaching has become a widely accepted practice in higher education, but methods vary widely from school to school and from department to department. Recent national interest in the quality of teaching in higher education has spawned a movement to include teaching effectiveness in the criteria for promotion and tenure decisions, even in some research universities.
Source: https://ebookscheaper.com/2022/03/07/the-evaluation-of-teaching-has-become-a-widely-accepted-practice/
This document provides information about the STUS 101: College Study Methods course taught online in the fall of 2015. The instructor is Jen Lund and the course focuses on developing effective study skills and habits. It is a 2-credit course that meets fully online over 16 weeks. Students will learn about time management, reading strategies, note-taking, test-taking, and more. Grades will be based on exams, assignments, online modules, and class participation. The course calendar outlines assignment due dates and students should expect to spend 4-6 hours per week on coursework outside of class meetings.
1. OBSERVATION AND TERMINATION GUIDE
At Simply English, we take pride in the quality of our teachers, programs, and approach. Our clients expect to work with
well prepared, engaging, and professional teachers. In order to ensure that they get what they want, we institute a
variety of quality control methods.
QUALITY CONTROL IN SCHOOLS AND KINDERGARTENS
Throughout the course of your employment with Simply English, your school and kindergarten lessons will be
regularly observed and evaluated by our Academic, Programs, and Human Resources Directors. Our evaluation
system focuses on four main areas of importance: lesson structure, technique, classroom management, and
organization. In each section of the evaluation, you are provided with specific suggestions and comments, as well as
a score from 1-10. Your scores in all four areas are averaged for a final score, which is used to determine the overall
success of your lesson. Specific information regarding observation criteria and expectations can be found in our
school, kindergarten, and extra-curricular guidelines.
BREAKDOWN OF SCORES
9-10: Everything is going very well in your lessons. You are doing excellent work and very little needs to improve. You
are eligible for performance based bonuses!
8-8.9: Things are generally going quite well in your lessons. There are a few areas that need to improve, but no major
flaws are apparent.
7.5-7.9: Your lessons are passable, but there are some major issues that need to be addressed. It is important to pay
close attention to the suggestions in your evaluation form, and all information the Academic, Programs, or Human
Resources Directors give you.
7.4-6.5: There are serious problems with your lessons. It is vitally important that you take major efforts to observe
and implement the suggestions made in your evaluation form. You may be asked to come into the office for
additional one-on-one training with the Programs Director. You will also need to submit regular lesson planning
forms for your lessons. You can expect to be observed more regularly.
6.4-5.1: There are profound problems with your lessons. You are now on a probationary period that may result in
termination. You will need to submit regular lesson planning form for your lessons, and come into the office for
additional one-on-one training. You can expect to be observed far more regularly. If no improvement is made within
three observations, it may be decided that your contract will need to be terminated. You will be given two weeks’
notice, as per our contractual agreement, and asked to leave the country. Your visa will also be revoked. This is
obviously a last resort, and all efforts on our part will be made to provide you with the training and feedback
necessary to avoid termination.
5.0-0: Your lessons are unacceptable. You will be given two weeks to score above a 5 on an observation. If things are
not noticeably better at the end of this two week probation, this is grounds for immediate termination.
OBSERVATION FORMATS
Simply English employs three varieties of observation format throughout the year.
Developmental Observations happen three times a year. The first developmental observation occurs during your first
week of training. The next two happen once a semester, during fall and spring. Unlike other observation formats,
when a developmental observation occurs, you will be informed in advance, and asked to submit a lesson plan, using
one of the Simply English lesson planning templates. After the lesson, you will be asked to fill out a post-lesson
reflection form, and a meeting will be scheduled 2-5 business days after the evaluation, to discuss your reflections
and the results of your observation. Your score on these observations directly affects your eligibility for performance
based bonuses.
2. Response/Agenda Observations happen randomly and without warning, at management or client request. Teachers
can also request observations for specific advice dealing with an aspect of their lesson that they think needs
assistance, attention, or improvement. Scores for response/agenda observations do not affect performance based
bonuses, unless a serious complaint has been made by a client, or the teacher has received three minor complaints.
After a response/agenda observation, teachers will be sent a completed observation form within 2-5 business days.
Teachers are expected to familiarize themselves with the comments and suggestions made by observers, and to
implement their advice.
Buzz Observations are short, informal observations. No official evaluation form is filled out for these evaluations, and
all feedback is verbal. The purpose of buzz observations is not to fully assess teacher performance, but to quickly
observe group dynamics/student levels, and to make sure the program and pace of the lesson is appropriate. If an
observer notices a problem during a buzz observation, a follow up response observation will be scheduled.
OUALITY CONTROL IN PRIVATE LESSONS
Evaluations do not happen for private lessons. Instead, we rely on information from parents and teachers to assess
the effectiveness of your lessons. We find that most of our private clients are happy with their teachers, especially if
lessons are well planned, engaging, and clearly structured.
CLIENT FEEDBACK
In the event that a client is unhappy with your lessons, you will be contacted by a director to discuss the nature of
the problem, and to try to resolve the issue as soon as possible. You may be asked to fill out weekly lesson planning
forms for your clients, so we can better understand the content and approach of your lessons. The programs director
may offer advice or suggest changing aspects of the lesson plan, in order to improve client satisfaction. If a client
makes a legitimate complaint, or cancels lessons because of unsatisfactory performance, you will not be eligible for
performance based bonuses. Also please note that if a teacher receives three minor complaints throughout the
semester, from private clients or schools/kindergartens, he or she will also not be eligible for performance bonuses.
MONTHLY STUDENT PROFILES
Each month, we ask teachers to fill out a form detailing the specifics of their work with private students. This form
requires teachers to assess the current level of students in regard to conversation, grammar, vocabulary, reading
comprehension, and writing ability. Teachers are also required to set clear lesson goals each month, and assess how
well goals from the previous month have been met. This form also allows teachers to comment on student behavior
and participation, and to address any issues they may have. Monthly student profiles are evaluated by the Programs
Director. If there are problems with a lesson, or an aspect of the program is found to be inappropriate, you make be
asked to change your approach, and submit weekly lesson planning forms. These profiles are also sent to parents, to
keep them informed of their child’s behavior and progress.
Please remember that while complaints from clients make you ineligible for performance based bonuses, a single
complaint from a client is not grounds for termination. We understand that not all people are meant to get along
with each other, and that sometimes the relationship between a private client and a teacher may not be ideal. Your
schedule can be changed, and a client can be shifted to a teacher better suited to the clients’ needs.
However, if we find that a significant number of your clients are complaining, and that your lessons are not improving
after having submitted weekly planning forms and discussing with a director how to fix the problems with your lesson,
it may be decided that your contract will be terminated. If this is the case, you will be given two weeks’ notice, as per
our contractual agreement.
As mentioned above, termination is absolutely a last resort. We will work closely with you, and offer additional
training and advice, to help you solve your problems in classrooms, kindergartens, or private lessons. As long as you
follow the school, kindergarten, and private lesson guidelines, submit the proper lesson plans, and listen to the
suggestions made by your observers, termination will remain an unlikely scenario.
CLIENT COMPLAINTS
3. You will notice that a serious complaint from a school, kindergarten, or private client can result in ineligibility for
performance based bonuses, and in extreme cases, the possibility of termination. When a serious complaint is
made, we will do our best to legitimate it, before deciding if it should affect your bonus status.
Here are some examples of serious complaints:
1. The teacher does not prepare for the lessons.
2. The teacher is rude to clients, school staff, or children.
3. The teacher is not concerned about student progress; he or she is not regularly reviewing or making sure
students retain material.
4. The teacher is not following the program, or following directives from clients or management in regard to
lesson content or approach
5. The teacher’s lessons are not interesting- no games or activities have been prepared.
6. The lessons are unnecessarily repetitive- the teacher plays the same games or does the same activities
every lesson.
7. The client feels there is no benefit to the lessons. Not enough progress has been made, and the teacher’s
methods play a serious role in this.
8. The teacher uses his/her phone in the lessons, and is not focused on the students.
9. The teacher doesn’t make students write new words or phrases in their copy books.
Please note that with serious complaints, we will do our best to evaluate and substantiate the claims before making
a decision about whether or not the complaint affects your bonus. For example, if a client complains after three
weeks of studying that they are not native speakers, we will not count the complaint toward you. Similarly, if you are
devising solid, logically coherent and interesting lessons for a group of moody eighth graders who say your lessons
are “boring,” we will not count this toward your bonus. If it is discovered that your lessons are poorly planned or
repetitive upon observation, we will count the complaint! Similarly, if a client complains about the lessons not being
effective, and says that you continue to not review, or not write new words in copy books, the complaint will count
toward your bonus. If, however, you have written in your Monthly Student Evaluations that the student is not making
progress because he or she never does homework, this will be taken into account!
Please also note that if a teacher receives 3 or more minor complaints throughout the semester, this will also make
them ineligible for performance bonuses, and even minor complaints lead to the loss of other bonuses each month.
For more detail regarding how bonuses work, please refer to the BONUSES FOR TEACHERS GUIDE.
Here are some examples of minor complaints:
1. The teacher gives too much or not enough homework.
2. The teacher chews gum or eats food in the lessons.
3. The teacher is too strict or not strict enough with students.
4. The teacher needs to devote more time to a specific area of study, and less to others.
5. The teacher was late to a lesson.
6. The teacher came to a lesson in a visibly bad mood.
7. The teacher appeared tired or “melancholic” during a lesson.