P Hour Progress Rep
•Download as DOCX, PDF•
0 likes•64 views
This report summarizes tutoring sessions between a tutor and student for a pay period at Virginia Western Community College's Learning Technology Center. It requests information on total hours tutored, course name, dates and times of sessions, whether the student failed to show up for any sessions, the student's progress in completing material and understanding concepts, performance on tests, and any problems the coordinator should be aware of. It also asks the tutor to discuss future goals for working with the student.
Report
Share
Report
Share
Recommended
Wannen Rubric
This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
PPA Loneck final
This document summarizes a teacher candidate's evidence for meeting Standard B, which involves delivering effective instruction. Some key points:
1) The candidate clearly communicates learning objectives and relates new content to prior knowledge. Engaging introductory activities are used, like modeling word problems with a "lava crossing" scenario.
2) A variety of instructional techniques are employed, from direct instruction to group work and projects. The candidate demonstrates knowledge of math content and uses strategies like note-taking.
3) Homework and feedback are provided to further learning. Assessments include informal checks and formal evaluations to gauge progress toward objectives. Evaluation results are recorded to convey achievement levels.
2011 summer associate reflection report template
The document is a reflection report for an AmeriCorps*VISTA Summer Associate. It requests information on the number of at-risk students, schools, and community partners served over the summer term. It also asks the associate to summarize their activities, highlights, and any challenges in 3-5 sentences each. Finally, it prompts the associate to describe how their work addressed the issue of summer learning regression for at-risk K-12 students and to collect a success story from those involved in the project.
Episode 8
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
assessment with struggling students
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
Habits of Mind
Presentation on 3CSN's Community of Practice, Habits of Mind, by Jan Connal, Counselor, Fullerton College; 3CSN Habits of Mind Coordinator and Roza Ekimyan, Couselor, Pierce College; 3CSN L.A. Regional Coordinator at the 2nD Annual LACCD AtD Retreat.
Progress contract
This progress contract outlines responsibilities for a student and teacher at North High School's Academic Support Lab to ensure academic success. The student agrees to complete a certain percentage of coursework weekly, attend class regularly, use extended day options as needed, and meet weekly with their case manager. The teacher agrees to provide a safe, comfortable learning environment, make time for extra help after school, provide clear expectations, and also meet weekly with the student to discuss progress. Both parties sign the contract.
B4 task3 abdias gavilla
This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
Recommended
Wannen Rubric
This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
PPA Loneck final
This document summarizes a teacher candidate's evidence for meeting Standard B, which involves delivering effective instruction. Some key points:
1) The candidate clearly communicates learning objectives and relates new content to prior knowledge. Engaging introductory activities are used, like modeling word problems with a "lava crossing" scenario.
2) A variety of instructional techniques are employed, from direct instruction to group work and projects. The candidate demonstrates knowledge of math content and uses strategies like note-taking.
3) Homework and feedback are provided to further learning. Assessments include informal checks and formal evaluations to gauge progress toward objectives. Evaluation results are recorded to convey achievement levels.
2011 summer associate reflection report template
The document is a reflection report for an AmeriCorps*VISTA Summer Associate. It requests information on the number of at-risk students, schools, and community partners served over the summer term. It also asks the associate to summarize their activities, highlights, and any challenges in 3-5 sentences each. Finally, it prompts the associate to describe how their work addressed the issue of summer learning regression for at-risk K-12 students and to collect a success story from those involved in the project.
Episode 8
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
assessment with struggling students
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
Habits of Mind
Presentation on 3CSN's Community of Practice, Habits of Mind, by Jan Connal, Counselor, Fullerton College; 3CSN Habits of Mind Coordinator and Roza Ekimyan, Couselor, Pierce College; 3CSN L.A. Regional Coordinator at the 2nD Annual LACCD AtD Retreat.
Progress contract
This progress contract outlines responsibilities for a student and teacher at North High School's Academic Support Lab to ensure academic success. The student agrees to complete a certain percentage of coursework weekly, attend class regularly, use extended day options as needed, and meet weekly with their case manager. The teacher agrees to provide a safe, comfortable learning environment, make time for extra help after school, provide clear expectations, and also meet weekly with the student to discuss progress. Both parties sign the contract.
B4 task3 abdias gavilla
This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
Classroom assessment techniques 091
The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.
Pd Application Form
This document is a staff professional development application form for Green Bay High School. It contains sections for applicants to provide their name, department, details of the proposed professional development including cost and dates, and a rationale section to explain how it meets the school and individual's development needs. The final section is for the school's senior management team decision on whether the application is approved or declined.
Acompañamiento academias secundaria
Paso a paso con Pnieb apoya a todos los docentes para que su planeación sea de utilidad y lo lleve a la consecución del producto.
Observation guide
This document is a class observation guide used to evaluate teachers at Canitoan National High School in Cagayan de Oro City, Philippines. It contains criteria in four areas: class preparation, lesson activities, classroom management, and teacher ability. Observers are directed to rate teachers on a 5-point scale for each criterion based on their observations of the class. The guide will be used to provide feedback to teachers on their performance.
College Report
This document is a form for transfer applicants currently enrolled in college courses to provide information about their ongoing coursework and progress. It requests the applicant list current courses, credit hours, and estimated grades. A school official must sign to verify the accuracy of the information. Upon completion of the current term, a final transcript must be sent to the University of Tennessee Office of Admissions for review to allow for an early admission decision.
Classroom assessment techniques
The document discusses various Classroom Assessment Techniques (CATs) that instructors can use to gauge students' understanding of course material. It describes The Muddiest Point technique, where students write what was most unclear from the lecture. The One Minute Paper asks students what was most important learned and remaining questions. Application cards involve students diagnosing a case study. Directed Paraphrasing has students explain a topic to a specified audience. The purpose of CATs is to provide instructors feedback on student understanding to design enhancement strategies before the end of the term.
Training proposal & adherence handbook
This document provides a training proposal and adherence handbook for training fresh graduates, lateral hires, and experienced hires for an outbound calling/customer service role at a BPO/BPM company. It outlines a plan to deliver customized training modules to build the necessary skills. Training will be provided for both fresh graduates and experienced hires, with separate modules and timelines for each. The training will cover topics like US geography, communication skills, and assessments will be conducted to evaluate trainees. Ongoing refresher training will also be provided on the job.
JANE Doe (Federal Resume) OBJECTIVE___________.docx
JANE Doe (Federal Resume)
OBJECTIVE
____________________________________________________________________________________________
I would like to secure a Staff Assistant opportunity at Michael E. DeBakey VA Medical Center (MEDVAMC); where I can improve my competencies and enhance my skills. This position will allow me to set goals and formulate effective action plans to efficiently communicate information between diverse personnel. I have in depth knowledge of fundamental administrative concepts, practices, and procedures. Also I have excellent communication skills, clerical/ customer service skills, and a track record for delivering results. This is a chance to fully utilize my administrative expertise and make a significant contribution to the success of my employer while striving for customer’s satisfaction.
SUMMARY
_____________________________________________________________________________________________
· Currently employed 3 years at the Michael E. DeBakey Veterans Affairs Medical Center; the fourth largest VA Hospital in the United States; employing over 5,000 employees.
· Maintaining personal files of employees and documentation.
· Ability to perform all administrative responsibilities including travel arrangements, copying, mailing, updating information, and filing.
· Prompted to coordinate, schedule, and maintain listings.
· Organized manager meetings, quarterly calls, and conference calls.
· Effectively deal with insurance representatives and claim adjusters
· Perform outbound calls to determinate nature and scope of patient's insurance coverage
· Insure accuracy of in-house data and information as part of a carefully crafted system
· Communicate and coordinate with internal departments
· Ability to screen resumes submitted to company and post opening to job boards
· plaining the policies, procedures, benefits, and what will be expected from them as new employees
· Considerable ability to locate pertinent information and establish resources to resolve problems.
· Ability to effectively balance multiple project deadlines while exceeding expectations.
· Successfully addressing challenges using innovative approaches.
· Ability to communicate and coordinate across departments of an organization
· Use judgment to apply previous work experiences and principles for resolution of problems.
· Communicates well orally and in writing. Great ability to convey ideas to various echelons of staff.
· Outstanding ability to multi-task.
· Ability to work well on teams that include diverse people/ skill sets also the ability work well independently and produce successful results.
· Types 55/60 wpm
· Computer proficiencies: Windows, MS Word, PowerPoint, Excel, NOVELL, PeopleSoft, PlanSmart, Outlook, and Lotus Notes (Same time)
PROFESSIONALEXPERIENCE
_____________________________________________________________________________________________
Lead Medical Support Assistant (GS-7 Promotion) July-Present
Michael E. DeBakey VAMC-Hous ...
How to Farm and School Partnershp Guide
The document provides guidance on beginning a partnership between a farm and school. It recommends identifying contacts within the target school district and setting broad goals for the partnership. Key steps include gauging interest from high-level administrators, refining partnership plans with input from multiple stakeholders, and establishing clear communication tools and expectations. Program details like dates, goals, and ways for students to apply technology in documenting their learning experiences are also addressed.
Wannen Rubric
This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
DraftEnergize Results ToolkitRefresh, Review, Reener.docx
Draft
Energize Results Toolkit
Refresh, Review, Reenergize!
Sustaining Movement toward C2
Tara, please put in pages numbers after you edit thanks
Contents
Toolkit Introduction ……………………………………………………………………………………….3
PHI Developed Team/meeting Activities
1. “Let’s celebrate our progress and achievements”(team building activity linking to Celebrate PHI, Focused Accountability, Focused Feedback, Focused Storytelling, Focused Feedback)……………………………………………..
2. “Staying Energized in 2015” (Team Building with Energize Results/Collaboration Wins)……………………………………….
3. Closing the gaps in 2015 (Focused Accountability, Think Customer, and Action Learning, small and large group activity) …………………………..
4. Fast and Furious Feedback Exchange (Exchange Feedback, You Count, Open Up, Demonstrate Trust, individual and team development)……….
PILtools.com………………………………………………………………………………………………..
Recomended: The Four Types of Beliefs……………………………………………………….
????? about this section PIL material not used in Energize Results training
· Metholdogoy for changing beliefs
· Signs of a lack of alignment
· See it own it solve it best practices
· How to recognize when you are below the line above the line
Introduction
· This toolkit contains individual and team activities, video clips, pdf downloads from PILtools.com that can be used in small and large group meetings.
· This toolkit contains four standalone, optional activities developed specially for PHI as a way to help use Energize Results with individuals or teams.
· These activities can be used with small or large groups/teams to refresh, review and reengergize.
· Several activities will enable individual and teams to gain a deeper understanding of the Energize Results concepts like the Results Pyramid and were not part of the original Energize Results training.
· Activities are designed to reinforce Energize Results through team work, reflection and Action Learning.
· Activities are also meant to be fun, creative, and edited by users to fit their needs.
Activity 1 -“Let’s celebrate our progress and achievements”(team building activity linking to Celebrate PHI, Focused Accountability, Focused Feedback, Focused Storytelling, Focused Feedback)
___________________________________________________________________
Purpose: to spend time reflecting on progress toward C2 and achievements in 2014.
Materials Needed Two flip charts or large white board
Sticky dots, post-it notes, markers
· Time: 1-1.5 hour, depends on size of group.
· Description
· Part I Energize Results Matrix
· Part II What we are most proud as a team in 2014
· Link activity from both Part I and II back to a Key Result.
Option: Use Part I or Part II as standalone activity.
Part I. Energize Results Tool Matrix
Draw the matrix below on a white board or flip charts.
Brainstorming: Each person records on post it notes, how Energize Results (Key Results, Cultural Beliefs, Results Pyramid, tools, etc.) has impacted individual and team accom ...
Du educational program change form revised 12 11
This document is a request form for changing an educational program at a university. It collects information about the proposed change such as the program name, department, type of change requested (e.g. new program, modification, deletion), rationale, impact, and requires signatures from various approving bodies like department chairs, deans, and curriculum committees.
Four Pillars Feedback Form
Four Pillars Education is requesting feedback on an education event by having attendees complete a brief survey. The survey asks attendees to rate the program's relevance to their career, quality of presentation and resources, instructor's subject knowledge, and overall program on a scale from poor to excellent. It also includes space for additional comments and to note how the attendee heard about the program. All feedback provided will be used by Four Pillars Education to promote future events and develop their programs and instructors.
MidyearAssessment_Template_Proficient_SY2023-2024.docx
This document provides a midyear review and assessment of a teacher's performance against objectives for the 2023-2024 school year. It rates the teacher's performance on 15 key result areas (KRAs) using a four-point scale for two quarters. For each KRA, means of verification like classroom observations, lesson plans, and assessment data are listed. Remarks note progress and agreements for improvement. The teacher and rater will sign along with an approving authority.
Al4ED questionnnaire
This document is a monitoring questionnaire for an AL4ED project that evaluates the quality of processes during a mobility program. Participants, including staff and learners, are asked to provide their point of view to improve results. The questionnaire contains questions about satisfaction with organization, evaluation of topic, difficulty of local work, learning during and after mobility, best and missing moments, suggestions for hosts, and satisfaction rating.
Fs3 Portfolio Guide
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
Inver hills Course Evaluation Form
Presentation materials for D2L Connection: Minnesota Edition. April5, 2019 by John Bayerl & Jonathan Schwinck, Inver Hills Community College
Sd02 challenge me
The document discusses strategies for differentiated instruction for advanced learners. It focuses on enrichment rather than acceleration. It provides 6 case studies as examples of anchor tasks that can challenge advanced learners in lessons, including problems about number sequences, geometry of rooms and chairs, properties of triangles, and finding sums of hexagon angles. The goal of the session is to explore general strategies for differentiating instruction to meet the needs of advanced students.
Change of level
This form is for requesting a change of level (e.g. from an English language program to an undergraduate degree program) at Virginia Commonwealth University. The student must provide their personal information, SEVIS number, and intended change of level. Their current advisor must confirm when the student will complete their current program of study and sign the form. The student must also provide evidence of sufficient financial support through personal funds, departmental funding, or governmental funding to cover estimated annual expenses, which range from $29,893 to $31,724 plus $5,000 per dependent.
Mktg2004 consumer behaviour semester 2 2016 charles telfair inst mauritius in...
This document provides information about the MKTG2004 Consumer Behaviour unit offered at Curtin University, including unit details, learning outcomes, assessment tasks, and policies. Specifically, it outlines that the unit introduces concepts from psychology, economics, and anthropology to analyze how culture, personality, and lifestyle influence consumer decision making. Students will develop an understanding of consumer attitudes and group influences. Assessment includes three progressive tests and a group project applying concepts to analyze a consumer behavior topic. Policies on late submissions and extensions are also summarized.
More Related Content
Similar to P Hour Progress Rep
Classroom assessment techniques 091
The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.
Pd Application Form
This document is a staff professional development application form for Green Bay High School. It contains sections for applicants to provide their name, department, details of the proposed professional development including cost and dates, and a rationale section to explain how it meets the school and individual's development needs. The final section is for the school's senior management team decision on whether the application is approved or declined.
Acompañamiento academias secundaria
Paso a paso con Pnieb apoya a todos los docentes para que su planeación sea de utilidad y lo lleve a la consecución del producto.
Observation guide
This document is a class observation guide used to evaluate teachers at Canitoan National High School in Cagayan de Oro City, Philippines. It contains criteria in four areas: class preparation, lesson activities, classroom management, and teacher ability. Observers are directed to rate teachers on a 5-point scale for each criterion based on their observations of the class. The guide will be used to provide feedback to teachers on their performance.
College Report
This document is a form for transfer applicants currently enrolled in college courses to provide information about their ongoing coursework and progress. It requests the applicant list current courses, credit hours, and estimated grades. A school official must sign to verify the accuracy of the information. Upon completion of the current term, a final transcript must be sent to the University of Tennessee Office of Admissions for review to allow for an early admission decision.
Classroom assessment techniques
The document discusses various Classroom Assessment Techniques (CATs) that instructors can use to gauge students' understanding of course material. It describes The Muddiest Point technique, where students write what was most unclear from the lecture. The One Minute Paper asks students what was most important learned and remaining questions. Application cards involve students diagnosing a case study. Directed Paraphrasing has students explain a topic to a specified audience. The purpose of CATs is to provide instructors feedback on student understanding to design enhancement strategies before the end of the term.
Training proposal & adherence handbook
This document provides a training proposal and adherence handbook for training fresh graduates, lateral hires, and experienced hires for an outbound calling/customer service role at a BPO/BPM company. It outlines a plan to deliver customized training modules to build the necessary skills. Training will be provided for both fresh graduates and experienced hires, with separate modules and timelines for each. The training will cover topics like US geography, communication skills, and assessments will be conducted to evaluate trainees. Ongoing refresher training will also be provided on the job.
JANE Doe (Federal Resume) OBJECTIVE___________.docx
JANE Doe (Federal Resume)
OBJECTIVE
____________________________________________________________________________________________
I would like to secure a Staff Assistant opportunity at Michael E. DeBakey VA Medical Center (MEDVAMC); where I can improve my competencies and enhance my skills. This position will allow me to set goals and formulate effective action plans to efficiently communicate information between diverse personnel. I have in depth knowledge of fundamental administrative concepts, practices, and procedures. Also I have excellent communication skills, clerical/ customer service skills, and a track record for delivering results. This is a chance to fully utilize my administrative expertise and make a significant contribution to the success of my employer while striving for customer’s satisfaction.
SUMMARY
_____________________________________________________________________________________________
· Currently employed 3 years at the Michael E. DeBakey Veterans Affairs Medical Center; the fourth largest VA Hospital in the United States; employing over 5,000 employees.
· Maintaining personal files of employees and documentation.
· Ability to perform all administrative responsibilities including travel arrangements, copying, mailing, updating information, and filing.
· Prompted to coordinate, schedule, and maintain listings.
· Organized manager meetings, quarterly calls, and conference calls.
· Effectively deal with insurance representatives and claim adjusters
· Perform outbound calls to determinate nature and scope of patient's insurance coverage
· Insure accuracy of in-house data and information as part of a carefully crafted system
· Communicate and coordinate with internal departments
· Ability to screen resumes submitted to company and post opening to job boards
· plaining the policies, procedures, benefits, and what will be expected from them as new employees
· Considerable ability to locate pertinent information and establish resources to resolve problems.
· Ability to effectively balance multiple project deadlines while exceeding expectations.
· Successfully addressing challenges using innovative approaches.
· Ability to communicate and coordinate across departments of an organization
· Use judgment to apply previous work experiences and principles for resolution of problems.
· Communicates well orally and in writing. Great ability to convey ideas to various echelons of staff.
· Outstanding ability to multi-task.
· Ability to work well on teams that include diverse people/ skill sets also the ability work well independently and produce successful results.
· Types 55/60 wpm
· Computer proficiencies: Windows, MS Word, PowerPoint, Excel, NOVELL, PeopleSoft, PlanSmart, Outlook, and Lotus Notes (Same time)
PROFESSIONALEXPERIENCE
_____________________________________________________________________________________________
Lead Medical Support Assistant (GS-7 Promotion) July-Present
Michael E. DeBakey VAMC-Hous ...
How to Farm and School Partnershp Guide
The document provides guidance on beginning a partnership between a farm and school. It recommends identifying contacts within the target school district and setting broad goals for the partnership. Key steps include gauging interest from high-level administrators, refining partnership plans with input from multiple stakeholders, and establishing clear communication tools and expectations. Program details like dates, goals, and ways for students to apply technology in documenting their learning experiences are also addressed.
Wannen Rubric
This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
DraftEnergize Results ToolkitRefresh, Review, Reener.docx
Draft
Energize Results Toolkit
Refresh, Review, Reenergize!
Sustaining Movement toward C2
Tara, please put in pages numbers after you edit thanks
Contents
Toolkit Introduction ……………………………………………………………………………………….3
PHI Developed Team/meeting Activities
1. “Let’s celebrate our progress and achievements”(team building activity linking to Celebrate PHI, Focused Accountability, Focused Feedback, Focused Storytelling, Focused Feedback)……………………………………………..
2. “Staying Energized in 2015” (Team Building with Energize Results/Collaboration Wins)……………………………………….
3. Closing the gaps in 2015 (Focused Accountability, Think Customer, and Action Learning, small and large group activity) …………………………..
4. Fast and Furious Feedback Exchange (Exchange Feedback, You Count, Open Up, Demonstrate Trust, individual and team development)……….
PILtools.com………………………………………………………………………………………………..
Recomended: The Four Types of Beliefs……………………………………………………….
????? about this section PIL material not used in Energize Results training
· Metholdogoy for changing beliefs
· Signs of a lack of alignment
· See it own it solve it best practices
· How to recognize when you are below the line above the line
Introduction
· This toolkit contains individual and team activities, video clips, pdf downloads from PILtools.com that can be used in small and large group meetings.
· This toolkit contains four standalone, optional activities developed specially for PHI as a way to help use Energize Results with individuals or teams.
· These activities can be used with small or large groups/teams to refresh, review and reengergize.
· Several activities will enable individual and teams to gain a deeper understanding of the Energize Results concepts like the Results Pyramid and were not part of the original Energize Results training.
· Activities are designed to reinforce Energize Results through team work, reflection and Action Learning.
· Activities are also meant to be fun, creative, and edited by users to fit their needs.
Activity 1 -“Let’s celebrate our progress and achievements”(team building activity linking to Celebrate PHI, Focused Accountability, Focused Feedback, Focused Storytelling, Focused Feedback)
___________________________________________________________________
Purpose: to spend time reflecting on progress toward C2 and achievements in 2014.
Materials Needed Two flip charts or large white board
Sticky dots, post-it notes, markers
· Time: 1-1.5 hour, depends on size of group.
· Description
· Part I Energize Results Matrix
· Part II What we are most proud as a team in 2014
· Link activity from both Part I and II back to a Key Result.
Option: Use Part I or Part II as standalone activity.
Part I. Energize Results Tool Matrix
Draw the matrix below on a white board or flip charts.
Brainstorming: Each person records on post it notes, how Energize Results (Key Results, Cultural Beliefs, Results Pyramid, tools, etc.) has impacted individual and team accom ...
Du educational program change form revised 12 11
This document is a request form for changing an educational program at a university. It collects information about the proposed change such as the program name, department, type of change requested (e.g. new program, modification, deletion), rationale, impact, and requires signatures from various approving bodies like department chairs, deans, and curriculum committees.
Four Pillars Feedback Form
Four Pillars Education is requesting feedback on an education event by having attendees complete a brief survey. The survey asks attendees to rate the program's relevance to their career, quality of presentation and resources, instructor's subject knowledge, and overall program on a scale from poor to excellent. It also includes space for additional comments and to note how the attendee heard about the program. All feedback provided will be used by Four Pillars Education to promote future events and develop their programs and instructors.
MidyearAssessment_Template_Proficient_SY2023-2024.docx
This document provides a midyear review and assessment of a teacher's performance against objectives for the 2023-2024 school year. It rates the teacher's performance on 15 key result areas (KRAs) using a four-point scale for two quarters. For each KRA, means of verification like classroom observations, lesson plans, and assessment data are listed. Remarks note progress and agreements for improvement. The teacher and rater will sign along with an approving authority.
Al4ED questionnnaire
This document is a monitoring questionnaire for an AL4ED project that evaluates the quality of processes during a mobility program. Participants, including staff and learners, are asked to provide their point of view to improve results. The questionnaire contains questions about satisfaction with organization, evaluation of topic, difficulty of local work, learning during and after mobility, best and missing moments, suggestions for hosts, and satisfaction rating.
Fs3 Portfolio Guide
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
Inver hills Course Evaluation Form
Presentation materials for D2L Connection: Minnesota Edition. April5, 2019 by John Bayerl & Jonathan Schwinck, Inver Hills Community College
Sd02 challenge me
The document discusses strategies for differentiated instruction for advanced learners. It focuses on enrichment rather than acceleration. It provides 6 case studies as examples of anchor tasks that can challenge advanced learners in lessons, including problems about number sequences, geometry of rooms and chairs, properties of triangles, and finding sums of hexagon angles. The goal of the session is to explore general strategies for differentiating instruction to meet the needs of advanced students.
Change of level
This form is for requesting a change of level (e.g. from an English language program to an undergraduate degree program) at Virginia Commonwealth University. The student must provide their personal information, SEVIS number, and intended change of level. Their current advisor must confirm when the student will complete their current program of study and sign the form. The student must also provide evidence of sufficient financial support through personal funds, departmental funding, or governmental funding to cover estimated annual expenses, which range from $29,893 to $31,724 plus $5,000 per dependent.
Mktg2004 consumer behaviour semester 2 2016 charles telfair inst mauritius in...
This document provides information about the MKTG2004 Consumer Behaviour unit offered at Curtin University, including unit details, learning outcomes, assessment tasks, and policies. Specifically, it outlines that the unit introduces concepts from psychology, economics, and anthropology to analyze how culture, personality, and lifestyle influence consumer decision making. Students will develop an understanding of consumer attitudes and group influences. Assessment includes three progressive tests and a group project applying concepts to analyze a consumer behavior topic. Policies on late submissions and extensions are also summarized.
Similar to P Hour Progress Rep (20)
JANE Doe (Federal Resume) OBJECTIVE___________.docx
JANE Doe (Federal Resume) OBJECTIVE___________.docx
DraftEnergize Results ToolkitRefresh, Review, Reener.docx
DraftEnergize Results ToolkitRefresh, Review, Reener.docx
MidyearAssessment_Template_Proficient_SY2023-2024.docx
MidyearAssessment_Template_Proficient_SY2023-2024.docx
Mktg2004 consumer behaviour semester 2 2016 charles telfair inst mauritius in...
Mktg2004 consumer behaviour semester 2 2016 charles telfair inst mauritius in...
P Hour Progress Rep
- 1. Contact & Progress Report Empowering. Encouraging. Enlightening. Part-Time Tutoring Learning Technology Center Virginia Western Community College This report must be turned in with every timesheet (one report for every student). Tutor: ___________________________________ Student: __________________________________ Total Hours Tutored: _______ Course: ____________ Pay Period: __________________________ DateStartEndTotal TimeDateStartEndTotal Time If student failed to show up for a session without notifying you, please indicate how many times. __________ Discuss whether your student completed contracted-for material, understood the concepts covered, and the results of any tests or quizzes taken since the last report. Describe the student’s progress in the class. Are there problems the Tutor Coordinator needs to be aware of? Please use the back of the page for additional comments if necessary. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please discuss your future goals for working with your student. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________