This document summarizes survey results from teachers on various aspects of professional development and support. Key findings include:
1) 100% of teachers agreed they received induction guidelines and a designated mentor from the school.
2) Feedback from multiple sources, including other teachers, students, colleagues and data analysis, was found to be highly useful for improving teaching practice.
3) Over 90% of teachers agreed their individual development plans were informed by guidelines, feedback and aligned with school priorities.
4) Over 90% of teachers reported increasing their knowledge and skills, such as teaching strategies and assessment, through professional learning opportunities.
5) Over 90% of teachers agreed the school culture supported performance, development, collaboration
We present basic features of Opinnet.com website, explaining how it works and why it is different from other customer review sites. Join our community - become part of True Public Opinion!
We present basic features of Opinnet.com website, explaining how it works and why it is different from other customer review sites. Join our community - become part of True Public Opinion!
Krótki przewodnik po serwisie Opinnet.com, gromadzącym opinie konsumentów na temat produktów. Przedstawiamy najważniejsze funkcjonalności serwisu i wyjaśniamy czym różni się on od innych stron z opiniami klientów. Dołącz do społeczności Opinnet.com!
Krótki przewodnik po serwisie Opinnet.com, gromadzącym opinie konsumentów na temat produktów. Przedstawiamy najważniejsze funkcjonalności serwisu i wyjaśniamy czym różni się on od innych stron z opiniami klientów. Dołącz do społeczności Opinnet.com!
A small presentation on the challenged faced with the Qt 4 SQL module, and the changes that were needed.
Presentation for session at the Qt Contributors Summit.
CapSite 2011 U.S. Patient Access Studygjohnson1193
The study represents the latest in a series of CapSite strategic industry reports focused on the Revenue Cycle Management (RCM) market.
The statistically significant study represents unique Voice of Customer (VOC) insight from more than 500 U.S. hospitals on the market opportunity, market share, vendor mind share and adoption of various Patient Access solutions including:
•Eligibility
•Bill Estimation
•Propensity to Pay
•Address Validation
•Charity Screening
•E-Cashiering
CHSC 431: Community Assessment
This Spring the students of CHSC 431: Community Assessment, a graduate-level core UIC School of Public Health class engaged in a collaborative learning experience with students and faculty at Pedro Albizu Campos Puerto Rican High School to conduct a community health assessment of Humboldt Park. The UIC SPH class of nearly 40 students broke into six groups of students to assess separate health areas identified by PACHS as important - gentrification/sense of belonging; issues of LGBTQ youth, physical activity, nutrition, young women's sexual/reproductive health, and health literacy/diabetes. Each group engaged in a mixed method
assessment modeling the assessment component of the Mobilizing Action through Planning and Partnerships (MAPP) process typically carried out by local health departments. Each group had at least two members engaged in an ongoing community learning experience so as to better discern community perspectives with respect to their health topic. The learning experience ranged from to engaging/facilitating small group learning to facilitating a schoolwide survey to volunteer coaching of a youth sports club. Existing quantitative data on population demographics, health status and health behavior were analyzed in light of qualitative data from key informant interviews, participant observation or focus groups (debriefing groups) gathered from community engaged learning experience characterizing/contextualizing the health topic. Preliminary findings were discussed at Humboldt Park Library 4/21 and 4/28.
Student Perception Surveys - Market Research Studymmumford
This presentation was used in my undergraduate marketing research class to present our research findings to our client. We used SPSS software to analyze or data.
Research/Presentation- NCLCA National Conference- September 20, 2011. Title: Strategies for student achievement: Understanding the impact of a student success center
Re-Imagining Mentoring: Students’ Practicum Experience in ESL and EFL contextsorlovanatalia
March 27, 2010.This presentation compares student teachers’ practicum experiences in ESL and EFL contexts and provides suggestions for improving practicum experience.
Krótki przewodnik po serwisie Opinnet.com, gromadzącym opinie konsumentów na temat produktów. Przedstawiamy najważniejsze funkcjonalności serwisu i wyjaśniamy czym różni się on od innych stron z opiniami klientów. Dołącz do społeczności Opinnet.com!
Krótki przewodnik po serwisie Opinnet.com, gromadzącym opinie konsumentów na temat produktów. Przedstawiamy najważniejsze funkcjonalności serwisu i wyjaśniamy czym różni się on od innych stron z opiniami klientów. Dołącz do społeczności Opinnet.com!
A small presentation on the challenged faced with the Qt 4 SQL module, and the changes that were needed.
Presentation for session at the Qt Contributors Summit.
CapSite 2011 U.S. Patient Access Studygjohnson1193
The study represents the latest in a series of CapSite strategic industry reports focused on the Revenue Cycle Management (RCM) market.
The statistically significant study represents unique Voice of Customer (VOC) insight from more than 500 U.S. hospitals on the market opportunity, market share, vendor mind share and adoption of various Patient Access solutions including:
•Eligibility
•Bill Estimation
•Propensity to Pay
•Address Validation
•Charity Screening
•E-Cashiering
CHSC 431: Community Assessment
This Spring the students of CHSC 431: Community Assessment, a graduate-level core UIC School of Public Health class engaged in a collaborative learning experience with students and faculty at Pedro Albizu Campos Puerto Rican High School to conduct a community health assessment of Humboldt Park. The UIC SPH class of nearly 40 students broke into six groups of students to assess separate health areas identified by PACHS as important - gentrification/sense of belonging; issues of LGBTQ youth, physical activity, nutrition, young women's sexual/reproductive health, and health literacy/diabetes. Each group engaged in a mixed method
assessment modeling the assessment component of the Mobilizing Action through Planning and Partnerships (MAPP) process typically carried out by local health departments. Each group had at least two members engaged in an ongoing community learning experience so as to better discern community perspectives with respect to their health topic. The learning experience ranged from to engaging/facilitating small group learning to facilitating a schoolwide survey to volunteer coaching of a youth sports club. Existing quantitative data on population demographics, health status and health behavior were analyzed in light of qualitative data from key informant interviews, participant observation or focus groups (debriefing groups) gathered from community engaged learning experience characterizing/contextualizing the health topic. Preliminary findings were discussed at Humboldt Park Library 4/21 and 4/28.
Student Perception Surveys - Market Research Studymmumford
This presentation was used in my undergraduate marketing research class to present our research findings to our client. We used SPSS software to analyze or data.
Research/Presentation- NCLCA National Conference- September 20, 2011. Title: Strategies for student achievement: Understanding the impact of a student success center
Re-Imagining Mentoring: Students’ Practicum Experience in ESL and EFL contextsorlovanatalia
March 27, 2010.This presentation compares student teachers’ practicum experiences in ESL and EFL contexts and provides suggestions for improving practicum experience.
E3 Alliance Food for Thought: Kindergarten Readiness March 2013E3 Alliance
For the past two years, E3 Alliance has completed the most comprehensive, multi-domain regional study of Kindergarten Readiness in the state of Texas. This study allows our region to identify student school readiness across multiple competencies in both academic and social-emotional development, as well as determine the demographic and experiential factors most correlated with readiness.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Element 1: Induction for teachers new to the school
Effectiveness of Induction Program No Yes %Agree
3 Did the school supply you with induction guidelines and materials
0% 100% 100%
(e.g. an Induction Kit; School Staff Manual)?
4 Did the school provide you with a designated support person or
0% 100% 100%
mentor teacher?
No
Strongly Slightly Strongly
Induction Disagree Agree %Agree
Disagree Agree Agree
Program
5 The school's induction program prepared me well for teaching
0% 0% 0% 0% 33.3% 66.7% 100%
effectively in this school
6 My designated support person or mentor was well prepared for the
0% 0% 0% 0% 33.3% 66.7% 100%
mentoring role
7 My designated support person or mentor was readily available when I
0% 0% 0% 0% 16.7% 83.3% 100%
needed him/her
8 My designated support person or mentor followed up regularly to see
0% 0% 0% 16.7% 50% 33.3% 83.3%
how well I was settling in at the school
Strongly Slightly Strongly
VIT Guidelines Disagree Agree %Agree
Disagree Agree Agree
10 The school's procedures for mentoring and judging whether my
portfolio meets the standards for full registration are consistent with 0% 0% 6.7% 33.3% 60% 93.3%
the VIT guidelines
Element 2: Use of multiple sources of feedback on
teacher effectiveness for individual teachers and
teams of teachers
Did not receive
Received feedback from the following sources in the past two Two or More than
this type of Once Actual Result
years three times three times
feedback
11 To what extent have you received feedback about your teaching from
other teachers sitting in on your classes, or working with you in a 0% 6.3% 25% 68.8% 93.8%
class in the past two years?
13 To what extent have you received formal feedback about your
teaching from your students (e.g. via a survey completed by one of 18.8% 12.5% 12.5% 56.3% 68.8%
your classes) in the past two years?
15 To what extent have you received systematic data from your students
about their assessment of themselves as learners in the past two 6.3% 0% 43.8% 50% 93.8%
years?
17 To what extent have you received feedback about your students'
learning outcomes in relation to standards and benchmarks for 6.3% 6.3% 6.3% 81.3% 87.6%
students at that level in the past two years?
19 To what extent have you received feedback from colleagues based on
0% 0% 25% 75% 100%
discussing samples of your students' work in the past two years?
21 To what extent have you received feedback based on observations of
37.5% 12.5% 37.5% 12.5% 50%
your own teaching using video or audio taping in the past two years?
23 To what extent have you received objective feedback from parents
12.5% 0% 18.8% 68.8% 87.6%
(e.g. via a survey) in the past two years?
25 To what extent have you received feedback based on an analysis of
your students' rates of class or school attendance over time in the past 0% 25% 31.3% 43.8% 75.1%
two years?
Usefulness of feedback in helping to improve teaching within the Not at all Somewhat
Useful Very useful Actual Result
past two years useful useful
12 If you did receive feedback about your teaching from other teachers
sitting in on your classes, to what extent has it been useful in helping 0% 0% 30.8% 69.2% 100%
you to improve your teaching within the past two years?
14 If you did receive formal feedback about your teaching from your
students, to what extent has it been useful in helping you to improve 0% 23.1% 7.7% 69.2% 76.9%
your teaching within the past two years?
16 If you did receive systematic data from your students about their
assessment of themselves as learners, to what extent has it been useful 0% 7.7% 30.8% 61.5% 92.3%
in helping you to improve your teaching within the past two years?
18 If you did receive feedback about your students' learning outcomes in
relation to standards and benchmarks for students at that level, to what
0% 0% 15.4% 84.6% 100%
extent has it been useful in helping you to improve your teaching
within the past two years?
20 If you did receive feedback from colleagues based on discussing
samples of your students' work, to what extent has it been useful in 0% 0% 7.7% 92.3% 100%
helping you to improve your teaching within the past two years?
22 If you did receive feedback based on observations of your own
teaching using video or audio taping, to what extent has it been useful 7.7% 15.4% 53.8% 23.1% 76.9%
in helping you to improve your teaching within the past two years?
24 If you did receive objective feedback from parents, to what extent has
it been useful in helping you to improve your teaching within the past 0% 0% 38.5% 61.5% 100%
two years?
26 If you did receive feedback based on an analysis of your students'
rates of class or school attendance over time, to what extent has it
0% 38.5% 23.1% 38.5% 61.6%
been useful in helping you to improve your teaching within the past
two years?
2. Element 3: Customised individual teacher
development plans
To a
To a minor To a major
Individual Teacher Development Plan informed by … Not at all moderate %Agree
extent extent
extent
28 Guidelines for preparing such plans provided by your school? 0% 0% 23.1% 76.9% 100%
29 Feedback from surveys of students in your classes? 15.4% 15.4% 30.8% 38.5% 69.3%
30 Feedback from your colleagues? 7.7% 15.4% 15.4% 61.5% 76.9%
31 Feedback about the learning outcomes of your students? 7.7% 0% 30.8% 61.5% 92.3%
32 Your own analysis of your teaching in relation to a set of teaching
0% 7.7% 15.4% 76.9% 92.3%
Standards?
Strongly Slightly Strongly
Extent agrees or disagrees with … Disagree Agree %Agree
Disagree Agree Agree
33 My plan is aligned with what I really need if I am to increase my
0% 0% 15.4% 15.4% 69.2% 84.6%
effectiveness as a teacher
34 My plan is aligned with the school's priorities for improvement 0% 0% 7.7% 23.1% 69.2% 92.3%
35 My school ensures my plan is up to date 0% 0% 7.7% 38.5% 53.8% 92.3%
36 My school has assisted me in developing my plan 0% 0% 7.7% 30.8% 61.5% 92.3%
37 My school has supported the implementation of my plan 0% 0% 0% 30.8% 69.2% 100%
38 The opportunities I have for professional learning in this school will
0% 7.7% 0% 23.1% 69.2% 92.3%
have a positive effect on my career prospects
Element 4: Quality professional development
Outcome of professional learning opportunities provided by, or Strongly Slightly Strongly
Disagree Agree %Agree
supported by, school Disagree Agree Agree
39 I have increased knowledge of teaching strategies appropriate to the
0% 0% 6.7% 13.3% 80% 93.3%
content of the key learning area/s in which I teach
40 I have increased understanding of individual differences among
0% 0% 13.3% 20% 66.7% 86.7%
students and how to cater for them
41 I have increased understanding about linking assessment to the
0% 0% 6.7% 33.3% 60% 93.3%
teaching and learning cycle
42 I now make clearer links between my teaching goals and the
0% 0% 6.7% 46.7% 46.7% 93.4%
classroom activities I use
43 I now manage classroom activities and transitions more effectively 0% 0% 6.7% 53.3% 40% 93.3%
44 I now use more effective teaching and learning strategies appropriate
0% 0% 6.7% 20% 73.3% 93.3%
to students in my class/es
45 I integrate assessment with teaching and learning more effectively 0% 0% 6.7% 40% 53.3% 93.3%
46 I provide more effective feedback to my students to support their
0% 0% 0% 46.7% 53.3% 100%
learning
47 I access and use materials and resources more effectively 0% 0% 6.7% 53.3% 40% 93.3%
48 My students are learning more purposefully 0% 0% 0% 33.3% 66.7% 100%
49 My students are more actively engaged in learning activities 0% 0% 0% 46.7% 53.3% 100%
50 My confidence as a teacher has increased 0% 0% 6.7% 26.7% 66.7% 93.4%
Element 5A: Extent of Performance and
Development Culture
Strongly Slightly Strongly
Extent agrees or disagrees with … Disagree Agree %Agree
Disagree Agree Agree
51 My job provides me with professional stimulation and growth 0% 0% 6.3% 31.3% 62.5% 93.8%
52 I have many opportunities to learn new things in this school 0% 0% 6.3% 25% 68.8% 93.8%
53 I feel supported in my teaching 0% 0% 0% 43.8% 56.3% 100.1%
54 I have a sense that education in this school is improving 0% 0% 6.3% 18.8% 75% 93.8%
55 My abilities are recognised and used effectively 0% 6.3% 0% 50% 43.8% 93.8%
56 I have a sense of continuing professional development 0% 0% 6.3% 18.8% 75% 93.8%
57 I am feeling increasingly effective 0% 0% 6.3% 50% 43.8% 93.8%
58 I get good advice from other teachers in this school when I have a
0% 0% 6.3% 12.5% 81.3% 93.8%
teaching problem
59 In this school, teachers are recognised for a job well done 0% 0% 6.3% 43.8% 50% 93.8%
60 I feel supported by the school leadership team to try out new ideas 0% 0% 12.5% 31.3% 56.3% 87.6%
61 The principal knows what kind of school he/she wants and has
0% 6.3% 0% 18.8% 75% 93.8%
communicated it to the staff
62 The teachers who teach well in this school are given opportunities to
0% 0% 12.5% 25% 62.5% 87.5%
provide leadership to other teachers
63 Teachers maintain high standards in their teaching 0% 0% 6.3% 37.5% 56.3% 93.8%
64 In this school, we solve problems; we don't just talk about them 0% 0% 6.3% 37.5% 56.3% 93.8%
65 Teachers I work with regularly evaluate how well our programs are
0% 0% 6.3% 25% 68.8% 93.8%
meeting students' needs
66 There is a great deal of co-operative effort among teachers at all levels
0% 0% 6.3% 43.8% 50% 93.8%
to provide quality learning opportunities for students
67 Joint review of students' progress and development is a normal part of
0% 6.3% 0% 37.5% 56.3% 93.8%
the way we work in this school
68 Teachers in this school are willing to share their teaching practices
0% 6.3% 0% 31.3% 62.5% 93.8%
and ideas with colleagues
69 Teachers in this school keep abreast of recent research in their field of
0% 0% 6.3% 43.8% 50% 93.8%
teaching and learning
3. 70 Teachers think that the students in this school are capable of learning
0% 0% 0% 25% 75% 100%
and developing
71 The school leadership team knows the teachers who are most
0% 0% 12.5% 31.3% 56.3% 87.6%
effective
72 Teachers are expected to be accountable for their practices 0% 0% 6.3% 25% 68.8% 93.8%
73 The school leadership team values the professional knowledge and
0% 0% 6.3% 37.5% 56.3% 93.8%
skills of teachers in this school
74 There is a variety of opportunities for teachers to give feedback about
0% 0% 6.3% 37.5% 56.3% 93.8%
school planning and functioning
75 The leadership is responsive to staff suggestions for changes that
0% 0% 12.5% 37.5% 50% 87.5%
might enhance teacher effectiveness
76 The school leadership team is concerned to create a work environment
0% 0% 0% 37.5% 62.5% 100%
that enables teachers to teach effectively
77 The school leadership team provides opportunities for classroom
0% 6.3% 18.8% 37.5% 37.5% 75%
teachers to gain leadership experience
78 The school leadership team promotes collaboration and reflection
0% 0% 6.3% 18.8% 75% 93.8%
among staff in professional learning teams
5B Frequency of professional interactions with
colleagues in immediate work group
Almost
Rarely Once per term Monthly Weekly
daily
79 Discussions about how to teach a concept or skill 6.3% 0% 0% 50% 43.8%
80 Working together on preparing units of work and teaching materials 0% 0% 18.8% 37.5% 43.8%
81 Visiting other teachers' classrooms to learn from their teaching 18.8% 18.8% 31.3% 25% 6.3%
82 Reading and viewing each other's students' work 6.3% 6.3% 37.5% 31.3% 18.8%
83 Making a conscious effort to coordinate the content of my courses
0% 0% 6.3% 43.8% 50%
with that of other teachers
4. No of No of Actual Expected Threshold
Response Rate
staff responses response rate response rate achieved
16 16 100% 90% Yes
No of new
Teachers New to the school No Yes
teachers
Joined the school staff, or rejoined the school staff after a substantial period of
6 62.5% 37.5%
absence (e.g. more than one year), during the past two years
New to Teaching No Yes
Began first year of teaching in this school 87.5% 12.5%
Prevalence of induction program No Yes
Provided with an induction program 0% 100%
Supplied with induction guidelines and materials 0% 100%
Provided with a designated support person or mentor teacher 0% 100%
Prevalence of Individual Teacher Development Plan No Yes
Have own Individual Teacher Development Plan 18.8% 81.3%
Expected Threshold
Element Summary Actual results
results achieved
Element 1: Induction for teachers new to the school 96.7% 75% Yes
Element 3: Customised individual teacher development plans 89.5% 75% Yes
Element 4: Quality professional development 94.4% 75% Yes
Element 5A: Extent of Performance and Development Culture 92.9% 75% Yes