Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxroushhsiu
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxaudeleypearl
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Leadership for wicked problems. Key Words: Public Leadership and Management, Wicked Problems, Transactional and Transformative, Implementation, Competencies
This presentation is authored by Jack Abebe and Annaline Jepkiyeny. It discusses how learning organizations pick on change management as a strategic direction.
Learning organization and change management power pointJack Onyisi Abebe
This presentation discusses how learning organizations link to change management with projected barriers, critical factors for organizational learning, change management and the theories of organizational learning.
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
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MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxroushhsiu
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxaudeleypearl
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Leadership for wicked problems. Key Words: Public Leadership and Management, Wicked Problems, Transactional and Transformative, Implementation, Competencies
This presentation is authored by Jack Abebe and Annaline Jepkiyeny. It discusses how learning organizations pick on change management as a strategic direction.
Learning organization and change management power pointJack Onyisi Abebe
This presentation discusses how learning organizations link to change management with projected barriers, critical factors for organizational learning, change management and the theories of organizational learning.
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
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-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
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-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
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- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
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-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
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!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Overview Our team has been immersed in ‘whole .docx
1. Overview
Our team has been immersed in ‘whole system change’ for the
past few years
in Ontario, Canada; California; Australia and New Zealand; and
elsewhere. Our main
mode of learning is to go from practice to theory, and then back
and forth to obtain
more specific insights about how to lead and participate in
transformative change in
schools and school systems.
In this workshop we take the best of these insights from our
most recent
publications: Stratosphere, The Professional Capital of
Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into
a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to
Change’.
2. To Understand and be able to use the ‘Coherence
Framework’.
2. 3. To analyze your current situation and to identify action
strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
5. your way?
What would you change? What are the obstacles?
Trio Talk:
rationale.
Module 1
2
constraints.
out what to do when you
become more liberated.
6. from Coherence and circle
the one you like the best.
Coherence: The Right Drivers in Action for Schools, Districts,
and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’
Council.
# Quote
1. There is only one way to achieve greater coherence, and that
is through purposeful action and interaction,
working on capacity, clarity, precision of practice,
transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure
and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coherence making in other words is a continuous process of
making and remaking meaning in your own
mind and in your culture. Our framework shows you how to do
this. p. 3
7. 3. Effective change processes shape and reshape good ideas as
they build capacity and ownership among
participants. There are two components: the quality of the idea
and the quality of the process. p.14
4. … that these highly successful organizations learned from the
success of others but never tried to imitate
what others did. Instead, they found their own pathway to
success. They did many of the right things, and
they learned and adjusted as they proceeded. p.15
5. Most people would rather be challenged by change and
helped to progress than be mired in frustration.
Best of all, this work tackles “whole systems” and uses the
group to change the group. People know they
are engaged in something beyond their narrow role. It is human
nature to rise to a larger call if the
problems are serious enough and if there is a way forward
where they can play a role with others.
Coherence making is the pathway that does this. p. ix
6. What we need is consistency of purpose, policy, and practice.
Structure and strategy are not enough. The
solution requires the individual and collective ability to build
shared meaning, capacity, and commitment
to action. When large numbers of people have a deeply
understood sense of what needs to be done—
and see their part in achieving that purpose—coherence emerges
and powerful things happen. p. 1
7. Coherence pertains to people individually and especially
collectively. To cut to the chase, coherence
consists of the shared depth of understanding about the purpose
and nature of the work. Coherence,
then, is what is in the minds and actions of people individually
8. and especially collectively. p. 1-2
Freedom From Change
3
The Coherence Framework
Securing
Accountability
Focusing
Direction
Deepening
Learning
Cultivating
Collaborative
Cultures
Leadership
Module 1
10. 5
Focusing Direction
Purpose Driven:
Quick Write
Clarify your own moral purpose by reflecting and recording
your
thoughts about these four questions using the quick write
protocol:
11. students?
Share your thoughts with other members of your team and
discuss
themes that emerge.
Focusing Direction
Deepening
Learning
Securing
Accountability
Cultivating
Collaborative
Cultures
Leadership
Module 2
12. 6
What is my moral purpose?
What actions do I take to realize this moral purpose?
How do I help others clarify their moral purpose?
Am I making progress in realizing my moral purpose with
students?
13. Focusing Direction
7
function of shaping and
reshaping good ideas as they build capacity and ownership.
ders must develop
shared
understanding in people's minds and collective action.
Coherence
becomes a function of the interplay between the growing
explicitness of the strategy and the change culture. The two
variables of explicitness of strategy and quality of the change
14. culture interact creating four different results.
Change Quality Protocol
1. Superficiality
When the strategy is not very precise, actionable or clear (low
explicitness) and people are comfortable
in the culture, we may see activity but at very superficial levels.
2. Inertia
This quadrant represents the history of the teaching
profession—behind the classroom door, where
teachers left each other alone with a license to be creative or
ineffective.
Innovative teachers receive little feedback on their ideas, nor do
these ideas become available to others
and isolated, less than effective teachers get little help to
improve.
3. Resistance
When innovations are highly prescribed (often detailed
programs bought off the shelf) but culture is
weak and teachers have not been involved sufficiently in
developing ownership and new capacities, the
result is pushback and resistance. If the programs are sound,
they can result in short term gains
15. (tightening an otherwise loose system), but because teachers
have not been engaged in shaping the
ideas or the strategy there is little willingness to take risks.
4. Depth
A strong climate for change with an explicitness of strategy is
optimal. People operating in conditions of
high trust, collaboration, and effective leadership, are more
willing to innovate and take risks. If we
balance that with a strategy that has precision, clarity, and
measures of success, changes implemented
will be deep and have impact.
Module 2
8
Change Quality Quadrant
16. Change Climate (vertical axis):
fostering trust, nonjudgmentalism, leadership, innovation, and
collaboration.
Explicitness (horizontal axis):
including
precision of the goals, clarity of the strategy, use of data, and
supports.
Change Quality Protocol
1. Brainstorm individually all the changes you are implementing
in
your school or district and place each idea on a post-it along
with
your initial.
2. Consider evidence of explicitness of the strategy and the
strength
17. of the culture for each initiative. Mark the post-it as belonging
to
quadrant 1, 2, 3 or 4.
3. When the first two steps are completed, all peers should place
their
post-its on the quadrants at the same time.
4. Review each post-it looking for similarities or differences.
Discuss
the evidence that led to the placement.
5. Select two or three important changes and discuss:
strategy?
Focusing Direction
9
18. Three Keys to Maximizing
Impact
The Lead Learner:
The Principal’s New Role
To increase impact, principals should use their time differently:
they
should direct their energies to developing the group.
The Principal’s New Role To lead the school’s teachers in a
process of learning to improve their
teaching, while learning alongside them about what works and
what
doesn’t.
Module 2
10
Notes:
21. of Collaborative Expertise, pp. 1-2, Pearson.
The Largest Barrier to Student Learning: Within-School
Variability
If we are to truly improve student learning, it is vital that we
identify the most important barrier to such
improvement. And that barrier is the effect of within-school
variability on learning. The variability between schools
in most Western countries is far smaller than the variability
within schools (Hattie 2015). For example, the 2009
PISA results for reading across all OECD countries shows that
the variability between schools is 36 per cent, while
the variance within schools is 64 per cent (OECD 2010).
There are many causes of this variance within schools, but I
would argue that the most important (and one that we
have some influence to reduce) is the variability in the
effectiveness of teachers. I don’t mean to suggest that all
teachers are bad; I mean that there is a great deal of variability
among teachers in the effect that they have on
student learning. This variability is well known, but rarely
discussed, perhaps because this type of discussion would
necessitate potentially uncomfortable questions. Hence, the
politics of distraction are often invoked to avoid
23. of all teachers on student learning up to a very high standard.
The ‘No Child Left Behind’ policy should have been
named ‘No Teacher Left Behind’.
This is not asking teachers and school leaders to attain some
impossibly high set of dream standards; this is merely
asking for all teachers to have the same impact as our best
teachers. Let’s consider some analogies: not all doctors
have high levels of expertise, and not all are in an elite college
of surgeons; not all architects are in royal societies;
and not all engineers are in academies of engineers. Just
because a doctor, architect or engineer is not a member
of these august bodies, however, does not mean that they are not
worth consulting. They may not have achieved
the upper echelon, but they will still have reached a necessary
level of expertise to practise.
Similarly, the teaching profession needs to recognise expertise
and create a profession of educators in which all
teachers aspire to become members of the college, society or
academy of highly effective and expert teachers.
Such entry has to be based on dependable measures based on
expertise. In this way, we can drive all upwards and
not only reduce the variability among teachers and school
leaders but also demonstrate to all (voters, parents,
24. politicians, press) that there is a ‘practice of teaching’; that
there is a difference between experienced teachers and
expert teachers; and that some practices have a higher
probability of being successful than others. The alternative
is the demise of teacher expertise and a continuation of the
politics of distraction.
So, my claim is that the greatest influence on student
progression in learning is having highly expert, inspired and
passionate teachers and school leaders working together to
maximise the effect of their teaching on all students in
their care. There is a major role for school leaders: to harness
the expertise in their schools and to lead successful
transformations. There is also a role for the system: to provide
the support, time and resources for this to happen.
Putting all three of these (teachers, leaders, system) together
gets at the heart of collaborative expertise.
an Capital
25. What has a greater impact
on teaching and learning?
Cultivating Collaborative Cultures
13
Schoo
quality of
its lateral relationships
26. Freedom
Balancing Autonomy
& Cooperation
being on your
own you lose the
human
connection
necessary for life.
the extreme of
being absorbed
in a group, you
lose your identity.
Struggle between Autonomy
and Cooperation
27. traditional bureaucracies find pockets of innovation among a
larger
number of pockets of failure.
is to combine flexibility with
requirements for cooperation.
from each
other
highly directive
leadership, and fail to seek external information. Such groups
strive for unanimity, failing to consider alternative courses of
action.
Module 3
28. 14
Point & Go? Meet up with a colleague from another table group.
did it
have on the group and you personally?
Notes:
30. Deep Learning
Competencies
Deep
Learning Competencies as identified by New Pedagogies for
Deep
Learning. The placemat organizer can be used to activate prior
knowledge about the 6C’s or to look for examples of the 6C’s
using video exemplars.
Exciting new learning
needs to be:
ficient
STRATOSPHERE
Deepening Learning
32. or how it is being developed in their classroom or school.
examples of
how the six deep learning competencies are being developed.
Use
the same graphic organizer to record evidence.
future
learning designs.
The 6C’s Protocol
1. Communication
ning to improve
communication
2. Critical thinking
33. ideas in the
real world
3. Collaboration
-related skills
4. Creativity
ocial entrepreneurialism
5. Character
-regulation and responsibility
others
6. Citizenship
36. Deepening Learning
Fullan, M., & Quinn, J. (2015). Coherence, pp. 95-96. Corwin &
Ontario Principals’ Council.
My Learning
The first element refers to the need for students to take
responsibility for their learning and to
understand the process of learning, if it is to be maximized.
This requires students to develop skills in
learning to learn, giving and receiving feedback, and enacting
student agency.
about their learning. They begin to
define their own learning goals and success criteria; monitor
their own learning and critically
examine their work; and incorporate feedback from peers,
teachers, and others to deepen their
awareness of how they function in the learning process.
improving performance. As students
make progress in mastering the
learning process, the role of the teacher gradually shifts from
explicitly structuring the learning task,
37. toward providing feedback, activating the next learning
challenge, and continuously developing
the learning environment.
in codeveloping learning tasks and
assessing results. It is more than participation; it is engaging
students in real decision-making and a
willingness to learn together.
Deepening Learning
19
My Belonging
The second element of belonging is a crucial foundation for all
human beings who are social by nature
and crave purpose, meaning, and connectedness to others.
nments help students to flourish and meet the
basic need of all humans to feel they
are respected and belong.
38. learning. As students develop both
interpersonal connections and intrapersonal insight, they are
able to move to successively more
complex tasks in groups and independently. Managing
collaborative relationships and being self-
monitoring are skills for life.
My Aspirations
Student results can be dramatically affected by the expectations
they hold of themselves and the
perceptions they believe others have for them (see also Quaglia
& Corso, 2014).
Hattie’s research. Students must believe
they can achieve and also feel that others believe that. They
must codetermine success criteria and
be engaged in measuring their growth. Families, students, and
teachers can together foster higher
expectations through deliberate means—sometimes simply by
discussing current and ideal
expectations and what might make them possible to achieve.
motivation and engagement. Teachers who tap
39. into the natural curiosity and interest of students are able to use
that as a springboard to deeply
engage students in tasks that are relevant, authentic, and
examine concepts and problems in
depth.
Teachers, schools, and districts that combine strategies to
unlock the three elements in their students
will foster untapped potential and form meaningful learning
partnerships.
How good is your school
at addressing the three
‘mys’?
-10) = __________
-10) = __________
-10) = __________
Reflect on what you can do to accelerate meaningful learning
partnerships with students in you school.
41. Students, Computers, and
Learning
in ICT do less well in
student
achievement.
—OECD, 2015
Early Insights about
Leadership for NPDL:
Direction, Letting Go,
Consolidating
-learning dominates
stening, learning, asking
questions
to
impact
44. Fullan, M., & Quinn, J. (2015). Coherence, pp. 110-111. Corwin
& Ontario Principals’ Council.
Simply stated, accountability is taking responsibility for one’s
actions. At the core of accountability in
educational systems is student learning. As City, Elmore,
Fiarman, and Teitel (2009) argue, “the real
accountability system is in the tasks that students are asked to
do” (p. 23). Constantly improving and
refining instructional practice so that students can engage in
deep learning tasks is perhaps the single
most important responsibility of the teaching profession and
educational systems as a whole. In this
sense, accountability as defined here is not limited to mere
gains in test scores but on deeper and more
meaningful learning for all students.
Internal ac c ountability occurs when individuals and groups
willingly take on personal, professional,
and collective responsibility for continuous improvement and
success for all students (Hargreaves &
Shirley, 2009). “ p. 110-111
External ac c ountability is when system leaders reassure the
public through transparency,
monitoring, and selective intervention that their system is
performing in line with societal expectations
45. and requirements. The priority for policy makers, we argue,
should be to lead with creating the
conditions for internal accountability, because they are more
effective in achieving greater overall
accountability, including external accountability. Policy makers
also have direct responsibilities to
address external accountability, but this latter function will be
far more effective if they get the internal
part right.
Securing Accountability
Focusing
Direction
Deepening
Learning
Cultivating
Collaborative
Cultures
Leadership
46. Module 5
24
Coherence: The Right Drivers in Action for Schools, Districts,
and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’
Council, pp. 117-118.
# Quote
1. Accountability is now primarily described as an
accountability for student learning. It is less about some
test result and more about accepting ownership of the moral
imperative of having every student learn.
Teachers talk about “monitoring” differently. As they engage in
greater sharing of the work, they talk
about being accountable as people in the school community
know what they are doing and looking to
see what is changing for students as a result. And as they
continue to deprivatize teaching, they talk about
their principal and peers coming into their classrooms and
expecting to see the work [of agreed-upon
practices] reflected in their teaching, their classroom walls, and
student work. (Anonymous, personal
communication, November 2014)
2. Teachers and administrators talk about accountability by
deprivatizing their practice. If everyone knows
what the other teacher or administrator is working on and how
they are working on it with students, it
47. becomes a lot easier to talk about accountability. When
everyone has an understanding of accountability,
creating clear goals and steps to reach those goals, it makes it
easier for everyone to talk and work in
accountable environments. (Elementary principal, personal
communication, November 2014)
3. We are moving to define accountability as responsibility. My
district has been engaged in some important
work that speaks to intrinsic motivation, efficacy, perseverance,
etc., and accountability is seen as doing
what is best for students . . . working together to tackle any
challenge and being motivated by our
commitment as opposed to some external direction.
(Superintendent, personal communication,
November 2014)
4. I do believe that a lot of work remains to be done on building
common understanding on the notion of
accountability. Many people still believe that someone above
them in the hierarchy is accountable. Very
few take personal accountability for student learning and
achievement. There are still those who blame
parents and students’ background for achievement. (Consultant,
personal communication, November
2014)
5. In one school, the talk about accountability was pervasive as
the school became designated as
underperforming. The morale of the school went down
significantly, and the tension was omnipresent at
every meeting. The team switched the conversation to
motivation, innovation, and teamwork and the
culture changed. The school is energized and the test scores
went up in one year. The team is now
committed to results and continuous improvement. (Consultant,
48. personal communication, November
2014)
Securing Accountability
25
T hree Step Interview
1. Form teams of three and letter off A, B. and C.
2. Read the excerpt on ‘Accountability’ from Coherence above
and the
five quotes. Think about the responses to the questions below.
3. Begin the cycle with person A as the Interviewer, B as the
Respondent and C as the Recorder using the Advance Organizer.
4. Provide five minutes for each Respondent to respond and
then
continue the cycle until all participants have been interviewed.
49. Question Person A Person B Person C
1. How would
you distinguish
between
Internal and
External
Accountability?
2. Describe
strategies your
school/district
uses to build
Internal
Accountability?
3. What steps
will you take to
ensure the
50. effective
implementation
of External
Accountability?
Module 5
26
Know T hey Impac t Turn and Talk:
specifically do to develop a culture of evidence?
Know They Impact!
Hattie, J. (2015). What Works Best in Education: The Politics
of Collaborative Expertise,
pp. 15-16. Pearson.
51. The model advanced here is that the school leader is responsible
for asking on a continual basis about the impact
of all the adults on the learning of the students. Of course, I am
not forgetting that the students are players in
improving their learning. But that is the bonus, the compound-
interest component. What is requested is that
school leaders become leaders in evaluating the impact of all in
the school on the progress of all students; the
same for teachers; and the same for students.
School leaders need to be continually working with their staff to
evaluate the impact of all on student progression.
Leaders need to create a trusting environment where staff can
debate the effect they have and use the information
to devise future innovations. And leaders need to communicate
the information on impact and progression to the
students and parents. Schools need to become incubators of
programs, evaluators of impact and experts at
interpreting the effects of teachers and teaching on all students.
In short, we need to develop an evaluation climate in our
education system.
Experience has shown that ten- to twelve-week cycles of
evaluation are about optimal. Fewer weeks tend to lead
to over-assessment or insufficient time to detect change; more
weeks and the damage or success is done. We
52. should know this and react appropriately. It does mean asking
teachers to be clear about what success or impact
would look like before they start to teach a series of lessons.
Of course, this must start by asking the questions, ‘Impact on
what? To what magnitude? Impact for whom?’
Evaluating impact requires analyses of what a year’s growth
looks like, and it is likely it may differ depending on
where the student begins in this growth. Evaluating impact asks
schools and systems to be clearer about what it
means to be good at various disciplines, to be clearer about
what a year’s progress looks like and to provide staff
with collaborative opportunities to make these decisions.
This is the hardest part of our work, as teachers we have been
so ingrained to wait and see what the students do,
to see which students attend and then to pick out examples of
successful progress. Our alternative model asks that
teachers be clearer about what success would look like and the
magnitude of the impact, and we ask them to
prepare assessments to administer at the end – before they start
teaching. The bonus of this latter preparation is
that it ensures that teachers understand what success is meant to
look like before they start teaching, and it
increases the likelihood that teachers communicate these
53. notions of success to the students.
There is also a need to include the student voice about teacher
impact in the learning/teaching debates; that is, to
hear the students’ view of how they are cared about and
respected as learners, how captivated they are by the
lessons, how they can see errors as opportunities for learning,
how they can speak up and share their
understanding and how they can provide and seek feedback so
they know where to go next. As the Visible
Learning research has shown, the student voice can be highly
reliable, rarely includes personality comments and,
appropriately used, can be a major resource for understanding
and promoting high-impact teaching and learning.
Securing Accountability
27
Developing a c ulture of evidenc e
Janet Clinton and I have used the theories of empowerment
evaluation to spell out many of these mind frames (in
Clinton and Hattie 2014). Empowerment evaluation is based on
54. the use of evaluation concepts, techniques and
findings to foster improvement. It increases the likelihood that
programmes will achieve results by increasing the
capacity of stakeholders to plan, implement and evaluate their
own programmes. We argued that we need to
teach educators:
what they do;
observations of the impact of teachers on students,
interpreting test scores to inform their impact and future
actions, and standard setting methods to clarify what
challenge and progression should look like in this school);
capacity-building;
ned in
multiple ways, and for all;
Empowerment evaluation helps to cultivate a continuous culture
of evidence by asking educators for evidence to
support their views and interpretations and to engage in
continual phases of analysis, decision-making and
55. implementation.
Note to Self How would I describe our evidence based culture?
Module 5
28
Freedom as Learning Feedback: A Gold Mine of Potential
Growth
1. People don’t like feedback and want to be free from it.
2. Feedback is one of the key interacting simplifiers for
individuals and
groups wanting to change.
56. 3. To think in terms of active seeking means to think first and
foremost
in terms of what receivers of feedback need and can do.
4. Giving and taking feedback are both challenging.
Feedbac k Forum Meet up with another colleague from a
different district. Use the
following questions as the basis for your discussion
werful feedback. Why
was it
powerful? What did you learn from it?
Notes
57. Securing Accountability
29
recast its role, feedback can
become one of the most powerful
forces for the betterment of the individual and the organization.
you will be worse off if
you do nothing and because you will learn from it.
C ultures that Value
Feedbac k
T urn and T alk Does our organization have a culture to support
providing/receiving
feedback?
58. What, if anything, could we do to improve the culture for
feedback?
Freedom To:
Ac c ountability
If you are seeking feedback and using feedback as an
opportunity to
learn with respect to important goals, you are already on the
path of
accountability: a willingness to accept responsibility for your
own
actions.
Module 5
30
Notes:
60. —Pentland, 2014
C riteria for Effec tive
Networking
1. A small number of ambitious goals (pre-school to tertiary)
2. Leadership at all levels
3. Cultures that produce ‘Collective Efficacy’
4. Mobilizing data and effective practices as a strategy for
improvement
5. Intervention in a non-punitive manner
6. Being transparent, relentless and increasingly challenging
—Rincón-Gallardo & Fullan, in press
New Zealand:
Joint Initiative Agreement
Read the Joint Initiative Agreement
61. —Rincón-Gallardo & Fullan, in press
New Zealand Education Institute, Ministry of Education
Following up to Working Party Report
Working Party Report – O verarc hing Princ iples
1. Children are at the centre of a smooth and seamless whole of
educational pathway from earliest learning to
tertiary options.
2. Parents who are informed and engaged are involved in their
children’s education and part of a community
with high expectations for and of those children.
3. Teachers and education leaders, supported by their own
professional learning and growth, and those of their
colleagues will systematically collaborate to improve
educational achievement outcomes for their students.
4. Teachers and education leaders will be able to report
measurable gain in the specific learning and
achievement challenges of their students.
5. Teachers and leaders will grow the capability and status of
the profession within clearly defined career
62. pathways for development and advancement.
Key Learnings From the Working G roup Were:
1. Self-identified Communities of Learning should form around
clear learner pathways from early childhood to
secondary education and may, over time, extend to include
tertiary learning.
2. Each Community of Learning’s purpose is to enhance student
achievement for educational success as set out
in the Vision of the National Curriculum documents; and the
Community of Learning should define its own
achievement challenges, learning needs and areas of focus that
enable it to support that purpose.
Module 6
32
3. Self-identified Communities of Learning should form around
clear learner pathways from early childhood to
secondary education and may, over time, extend to include
tertiary learning.
4. Each Community of Learning’s purpose is to enhance student
achievement for educational success as set out
63. in the Vision of the National Curriculum documents; and the
Community of Learning should define its own
achievement challenges, learning needs and areas of focus that
enable it to support that purpose.
5. Each Community of Learning will be able to use data,
evidence and research to target their efforts and
resources and demonstrate impact on the learning growth of its
students.
6. Each Community of Learning should determine its own
leadership and teaching, collaboration and support
functions that align with its achievement challenges, making the
best use of its own and new resourcing. Some
leadership and teaching roles and their functions will be
required for all Communities of Learning; other
functions may be particular to the Community.
7. Any appointment to a leadership role with the required
functions will be made by the Community of Learning
in conjunction with an external professional adviser.
8. Successful collaboration changes and evolves, and
Communities of Learning must have sufficient flexibility to
enable this rather than limit it.
9. In recognising these factors, each Community of Learning
will access its own and new resources to support the
64. attainment of its goals.
10. A Community of Learning’s success will be dependent on
‘whole of Community of Learning collaboration’.
Therefore, allocation of sufficient time and resources to support
participants in the Community of Learning is
critical.
11. The parties commit to undertake further work on Māori,
Pasifika, Early Childhood Education, Support Staff,
Special Education and Professional learning and Development
to build on the work begun in the Working
Group in the next and final stage of the Joint Initiative
Development. The parties acknowledge this may lead
to additional changes in future collective agreement bargaining
rounds.
12. Leadership, teaching, collaboration and support roles within
Communities of Learning should align with career
pathways for principals, teachers, support and specialist staff to
ensure continuous development of leadership
and teaching capacity.
Leadership from the
Middle
65. —where is the glue?
We find it “in the middle”.
What Ac tions are you going to take home as a result of this
workshop?
References
33
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Fullan, M. (2013). Stratosphere: Integrating technology,
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Fullan, M. (2014). The principal: Three keys to maximizing
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