This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
Teaching a Character Education and Leadership Class that Aligns with Common Core
Looking for a comprehensive character education program that also aligns with the common core standards for English? Maybe a high-interest elective class or homeroom approach? Change the school climate and student apathy? Make PBIS actually work? A program called Character Development & Leadership can do all of this!
Presenter: Ryan Cole
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
Teaching a Character Education and Leadership Class that Aligns with Common Core
Looking for a comprehensive character education program that also aligns with the common core standards for English? Maybe a high-interest elective class or homeroom approach? Change the school climate and student apathy? Make PBIS actually work? A program called Character Development & Leadership can do all of this!
Presenter: Ryan Cole
Going deeper with habits of mind: Jon Nicholls - eedNET annual conference, 2015Jon Nicholls
An overview of the various strategies used by Thomas Tallis School to promote the development of Habits of Mind and engage colleagues in Action Research.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Participants of the 2009 Ethical Literacy Conference created a series of questions related to their work during a session utilizing a Press Conference Protocol.
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
Going deeper with habits of mind: Jon Nicholls - eedNET annual conference, 2015Jon Nicholls
An overview of the various strategies used by Thomas Tallis School to promote the development of Habits of Mind and engage colleagues in Action Research.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Participants of the 2009 Ethical Literacy Conference created a series of questions related to their work during a session utilizing a Press Conference Protocol.
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
Orrville has a long and distinguished history in partnership with the Institute of Global Ethics. To perpetuate a sense of ownership in shaping the character of our youth, the Character Education Committee of the Heartland Education Community, Inc. worked with the Institute of Global Ethics to conduct a series of seminars that lead to the development of “shared values”. These seminars were held in 1994. Experts from The Institute of Global Ethics facilitated the process to identify shared values.
More than 25 seminars were held with more than 300 community members attending. In each seminar, the question was asked: If you could post ethical character traits over the door of our school, which traits would you select for the children and educators to model? The nine traits mentioned most often during the seminars became the “Words of the Month” for our community. The “Words of the Month” program is the foundation of our character education program and is an integral part of our yearly theme.
The theme for 2012-2013 “Filling Your Bucket with Good Character” integrated the words of the month and books by Carol McCloud to provide students with opportunities to create and support a caring community while providing moral actions. The service learning continued throughout the year, as students participated in 4 community service projects during the year.
Join the St. George's Ethical Literacy team from Memphis, TN as they tell the story of their journey into ethical literacy. Through its student centered approach, St. George's seeks to empower students for positive change in the community. Attendees will come away with practical ideas, activities, and strategies for advancing their own ethical literacy goals and empowering their students to take the reins.
En estudios e investigación, tener un "problema" está en el centro del proceso investigativo y es el compuesto básico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
¡Cómo debemos mirar la prácitca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Literacy Alive! Innovations in Literacy Programs That Optimize Community Invo...Rotary International
For the past four years, the Rotary Clubs of Red Deer
(Alberta, Canada) and San Ignacio (Belize) have
partnered on Literacy Alive!, a global grant project to
support literacy in Belize. The success of the project
is a result of engagement and capacity-building
among local community leaders and educators and
involvement of vocational training teams. You’ll
learn strategies for motivating community members,
developing “voluntravel” companion opportunities,
working with other clubs and districts, and encouraging
youth engagement to augment project impact and
sustainability.
Moderator: Lynne Paradis, Rotary Club of Red Deer,
Alberta, Canada
Planting seeds, growing futures our ancestors can walk in with our grandchildrenMATSITI
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
MATSITI Teacher Education Forum, Adelaide, 3 July 2014
A Public-Private Teacher Development Collaborative: Promoting High-Quality Ed...ohedconnectforsuccess
June 28, 10:15 – 11:30am, Room: Champaign
This collaborative engages teachers in continuing professional development for the purpose of improving teaching and learning in a low-resource region. Based on their organization, processes, and initial results, school personnel were successful in meeting the improvement goals. This session explains the purposes, structure and accomplishments achieved through combining public and private IHE and community perspectives and resources to address regional school improvement. Collaborative models increase capacity to transform education in rural and urban schools and are increasingly important in a stressed U.S. economy.
Main Presenter: Dorothy Erb, Marietta College
Co-Presenter(s): Phyllis McQueen, University of Rio Grande; Renee Middleton, Ohio University; Rae White, Muskingum University
Dr. Jim Parsons, a professor at the University of Alberta and director of the Alberta Initiative for School Improvement (AISI), and Kelly Harding, associate director for AISI.
Similar to Orrville High School: Principal's Leadership Forum (20)
Building a school culture around core values is an ongoing story we write with many forks in the road. Those decision points sometimes take us deeper into the work, at other times come to a resting point or double back to find the main track. During our four year partnership with IGE, the Catherine Cook School in Chicago has built a vehicle with endurance that is always taking us someplace new. Trace our journey, explore some of the byways and plan your own new paths. This interactive session will include a look at structures we repeat from year to year that keep us heading in the right direction, even if we don't always know where we'll end up.
This presentation will focus on the development of the virtual Latin American School for Young Social Action, a school with roots planted during the “Youth Formation for Youth Social Action in Latin America” Conference in Bolivia (January 21-26, 2007). The virtual school is a space for “live learning” that allows for the education of youth across seven Latin American countries (Argentina, Bolivia, Brazil, Colombia, Mexico, Venezuela, and Uruguay), as per three basic principles:
•Community Leadership: An ethical leadership that, unlike individual leadership for the community, is not an imposed leadership, but one with the community that fosters collective processes.
•Social Action: Space to develop civic commitment among youth and involvement in the development of their communities, as well as in public policies.
•Latin American Identity: Space to recognize intercultural diversity and to construct a Latin American identity with a world vision starting from local identities.
Presenter, Coco Nunez, will provide an update on the process, results, and impacts of ethical values at the school from 2007 forward.
This presentation will focus on the development of the virtual Latin American School for Young Social Action, a school with roots planted during the “Youth Formation for Youth Social Action in Latin America” Conference in Bolivia (January 21-26, 2007). The virtual school is a space for “live learning” that allows for the education of youth across seven Latin American countries (Argentina, Bolivia, Brazil, Colombia, Mexico, Venezuela, and Uruguay), as per three basic principles:
•Community Leadership: An ethical leadership that, unlike individual leadership for the community, is not an imposed leadership, but one with the community that fosters collective processes.
•Social Action: Space to develop civic commitment among youth and involvement in the development of their communities, as well as in public policies.
•Latin American Identity: Space to recognize intercultural diversity and to construct a Latin American identity with a world vision starting from local identities.
Presenter, Coco Nunez, will provide an update on the process, results, and impacts of ethical values at the school from 2007 forward.
Inspired by the 2010 Ethical Literacy Conference featured presentation, “Embedding Social Responsibility into School Culture,” this interactive session will illustrate how students can be empowered to contribute and take responsibility for the culture of their school. Chris Cooper and Jill Reilly will explore ways to promote student ownership and social responsibility by using a student-centered approach to positive behavior intervention, called GO HDR! (Giving back, Ownership, Honest, Dependable, Respectful). They will also discuss ways of increasing awareness of GO HDR across the schools, including building values rubrics for various school settings, using the Honor Council as a driving force, and advancing GO HDR using student led activities.
This interactive session charts a process for Ethical Literacy® curriculum mapping at the Clairbourn School. The Clairbourn Ethical Literacy team, by utilizing its established set of five core ethical values, produced a Scope and Sequence for ethical values integration across grade levels, collaborating with faculty during in-service. The result is a “Primer” outlining ethics opportunities, PK – 8.
Clementine Suiffet, Clairbourn 4th grade teacher and Ethical Literacy team member, will provide background on establishing core values with faculty at Clairbourn, and designing the scope and sequence for these values as a full faculty process. Attendees will engage in a brief activity to begin thinking how to map ethics and values to curriculum at their respective schools.
Imagine a day that follows four months of meaningful conversation and planning engaging students, faculty, trustees, and alumni. Faculty learn how to team up with seniors to run ethics based seminars including participants in 6th through 12th grade. Beyond basic Socratic skills, faculty learn about leading open-ended conversations that bring out each participant’s voice, how to apply ethical frameworks, and how to bring alive an ethical challenge within a chosen school wide topic. The day starts by honoring newly elected distinguished alumni who reflect on the ethical lessons and moral character that they learned while in school. Several blocks of student/faculty run seminars follow that focus on issues within a given topic such as health, food, or simply decision making in areas of consequence when there is no easy answer and no ultimate resolution.
In the afternoon of Ethics Day, alumni come to campus and offer seminars on ethical dilemmas within their chosen professions. Students connect with graduates, learn about different careers, and then typically address case studies that open their eyes to real world applications. Alumni are inspired by the opportunity to return to their school to teach. Finally, students engage in some reflective conversation and writing to finish a truly transformational day.
This conference session will cover the overall design and philosophy behind running an Ethics Day program, the many and varied benefits of such a program, mistakes to avoid, and lots of interactive conversation about how this might be adapted to different school cultures. At Kent Denver we feel a fundamental obligation to help students practice making the very most difficult decisions before they, in fact, have to do so. This is what Ethics Day is designed to do.
SGIS Ethical Literacy® team members will share with participants their successes, as well as their challenges, with Ethical Literacy® along with practical ideas of how to lead a school community toward improved Ethical Fitness®.
Participants will have the opportunity to brainstorm and share their ideas with others. All will leave with strategies and ideas of how to increase ethical awareness and improve overall Ethical Fitness®.
Iona will talk about how Sir Charles Tupper Secondary in Vancouver, British Columbia became a beacon for how Social Responsibility programs could really become embedded in a school culture. She will talk about how a good program like EBS is essential, but the difference between a successful program that is lived every day by students and carried out into their daily lives, and one that is just another poster on the wall, lies in how it is enacted, and in deeper understandings of such things as the fundamental human relationships that are natural between adults and students, and how relationships really do matter.
In an interactive presentation that will help the participants explore community values and how they can be articulated positively through building a rubric to which all members of the community contribute. Then the hard part: how do you embed this into the life of the school? Keep it fresh and renewed as circumstances change? What kind of leadership is needed from administration, faculty and students? How does the narrative line of the community support the program?
Finally, how do you know when your program has taken off? (answer: when students begin to make ethical decisions day to day, even when these choices are hard) Why do they? A recent conversation with students at Tupper gave us some surprising answers.
These are the efforts reported by Dr. Brad Tyndall, Dean of the Instructional Office at Crowder College. As the college has enjoyed over 30% growth patterns over the last few years, Crowder has been experiencing some growing pains. In the past, our institution has seen little need to be concerned, however, with growth comes opportunity. Crowder has recently made great efforts to standardize efforts in this area of opportunity.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Orrville High School Ethical Literacy® Initiative Phil Hatton- Principal Tisha Berry- Teacher Ethical Literacy(EL) Team: Phil Hatton- Principal Doug Davault- Asst. Principal Linda Tibbitts- OCS Curriculum Director Diane Little- Heartland Representative Pat Warner- Teacher Sarah Kutschinski- Teacher Jim Mankins- Guidance Counselor Alfred Yarborough- Student Rachel Davis- Student
Our EL team is represented by teachers, counselors, administration, students and a representative from Heartland , which I will explain later
In Wayne county, rural, farming, Amish Smucker’s- ethics in business, invest in community rather than hold them hostage Smith Dairy- 100 years
Established 18 years ago To take action to help school, community Character development one of the first initiatives, work with IGE and Rush Kidder Character Week community event
Steering committee includes subcommittees on communication, character, heartland point, success school Building donated by local bank Heartland supports financially and otherwise
OGT scores- indicators in Ohio for excellence
PLF will look different for different schools Current philosophy developed while at Woodridge
See copy of invitation letter in handouts
Story of serendipitous phone call 8 posters with demographic groups- rural white males, black females Reflections on school and comparisons Groups reflections involved some right vs. right decisions, discussion of comments on posters