The document outlines the mission, goals, and organizational structure of the Ready To Learn Independent School District's Department of Human Resources. The mission is to recruit and support a diverse staff to achieve high academic achievement for students. The department aims to provide talented staff, train teachers, and develop student teachers. The organizational structure includes a director of HR, assistant director, and departments that support student learning. The department also has a compensation plan that includes base salaries and supplements for factors like student learning, skills, market needs, and leadership. Overall, the department aims to motivate and reward teachers through various incentives.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
New Zealand faces challenges in attracting skilled immigrants including an aging population, falling birth rates, and brain drain. It also struggles to attract and retain international students due to issues with how welcoming immigration policies are and how the country is perceived. There is no simple answer to what people want from work today as it depends on various factors like age, circumstances, values, and culture. Organizations offer various intrinsic and extrinsic rewards to motivate employees including pay, benefits, recognition, and opportunities for growth.
Eagle Elementary has received an Academically Unacceptable rating from the state for three years due to poor test performance, high teacher turnover, and a high ratio of African American males receiving special services. A team analyzed the causes of the school's decline and developed recommendations to improve academic performance, teacher quality, school climate, use of data, parent involvement, and learning time. Their short term goals are to improve school climate, curriculum/instruction, and remove AU status through interventions, professional development, and becoming more data driven. Their long term goal is to sustain these improvements and develop teacher quality.
This document contains information about professionalism and reflective practice in teaching. It includes summaries of articles and chapters from various authors on these topics. Key points discussed include Michael Eraut's model of the professional practitioner and framework for determining client needs. The importance of reflection in and on action is emphasized, as well as developing informal and formal theories through experience and making the implicit explicit through reflective writing. Characteristics of a profession are also listed, including skills based on theoretical knowledge, licensing and regulation, codes of conduct, and high status.
This document discusses research on effective professional development for STEM educators. It identifies nine key characteristics of high-performing schools, including clear focus, high standards, effective leadership, collaboration, aligned curriculum and instruction, monitoring of learning, professional development, supportive learning environments, and community involvement. The document emphasizes that simply working harder is not enough; schools must implement second-order changes like professional learning communities. It provides guidance on selecting goals for structural changes, STEM content, and learning processes to guide the design of STEM professional development programs. The goals should be aimed at research-based best practices and improving student learning outcomes.
This document discusses improving the effectiveness of Personal and Professional Effectiveness (PPE) programs. It identifies five perspectives from which PPE program effectiveness can be studied: the organization, work group, individual trainee, program coordinator, and trainer. Effectiveness is influenced by many variables within these perspectives. The document presents a table outlining potential causes of ineffective PPE programs within each stage of the training process and how stakeholders can positively and negatively impact effectiveness. It provides an illustration of the PPE program process and proposes a checklist to identify causes of ineffectiveness and ensure future programs are effective.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
New Zealand faces challenges in attracting skilled immigrants including an aging population, falling birth rates, and brain drain. It also struggles to attract and retain international students due to issues with how welcoming immigration policies are and how the country is perceived. There is no simple answer to what people want from work today as it depends on various factors like age, circumstances, values, and culture. Organizations offer various intrinsic and extrinsic rewards to motivate employees including pay, benefits, recognition, and opportunities for growth.
Eagle Elementary has received an Academically Unacceptable rating from the state for three years due to poor test performance, high teacher turnover, and a high ratio of African American males receiving special services. A team analyzed the causes of the school's decline and developed recommendations to improve academic performance, teacher quality, school climate, use of data, parent involvement, and learning time. Their short term goals are to improve school climate, curriculum/instruction, and remove AU status through interventions, professional development, and becoming more data driven. Their long term goal is to sustain these improvements and develop teacher quality.
This document contains information about professionalism and reflective practice in teaching. It includes summaries of articles and chapters from various authors on these topics. Key points discussed include Michael Eraut's model of the professional practitioner and framework for determining client needs. The importance of reflection in and on action is emphasized, as well as developing informal and formal theories through experience and making the implicit explicit through reflective writing. Characteristics of a profession are also listed, including skills based on theoretical knowledge, licensing and regulation, codes of conduct, and high status.
This document discusses research on effective professional development for STEM educators. It identifies nine key characteristics of high-performing schools, including clear focus, high standards, effective leadership, collaboration, aligned curriculum and instruction, monitoring of learning, professional development, supportive learning environments, and community involvement. The document emphasizes that simply working harder is not enough; schools must implement second-order changes like professional learning communities. It provides guidance on selecting goals for structural changes, STEM content, and learning processes to guide the design of STEM professional development programs. The goals should be aimed at research-based best practices and improving student learning outcomes.
This document discusses improving the effectiveness of Personal and Professional Effectiveness (PPE) programs. It identifies five perspectives from which PPE program effectiveness can be studied: the organization, work group, individual trainee, program coordinator, and trainer. Effectiveness is influenced by many variables within these perspectives. The document presents a table outlining potential causes of ineffective PPE programs within each stage of the training process and how stakeholders can positively and negatively impact effectiveness. It provides an illustration of the PPE program process and proposes a checklist to identify causes of ineffectiveness and ensure future programs are effective.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
Professional Standards For Itts 020107Anwar Faruqh
The document introduces new overarching professional standards for teachers, tutors, and trainers in the lifelong learning sector in England. It was developed by Lifelong Learning UK at the request of the government to improve teaching quality. The standards define the skills, knowledge, and attributes expected of professionals in a variety of roles. They will form the basis for initial and continuing qualifications and help professionalize the workforce.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The Clinton Public School District in Mississippi is focused on developing more effective teachers and implementing Common Core standards. To achieve this, the district is utilizing the online professional development tool PD 360. PD 360 provides teachers personalized learning opportunities to improve their skills. It also helps administrators observe classrooms and provide targeted feedback to teachers. Through PD 360, the district aims to increase teacher effectiveness and ultimately boost student achievement.
David Little is a human resources professional with over 20 years of experience in learning and development, job design, performance management, rewards, and strategic alignment. He has worked in consulting for government, energy, financial services, and health sectors. His experience includes business development, sales, marketing, operations management, and human resources consulting.
The document discusses curriculum management frameworks and school readiness. It provides information on several topics:
1. Domains of challenges in curriculum management including planning, ownership, and sustainability strategies.
2. School readiness components that must be in place including attendance tracking, teacher and learner information, and timetabling.
3. Models and theories for strategic planning, conceptualizing adversity, and driving organizational turnaround.
The document presents frameworks, concepts, and strategies to improve curriculum management and school readiness.
The document summarizes Panda Academy's training programs for developing employees. It outlines certificates in retail operation, management, and diplomas that focus on functional skills and management competencies. Assessment tools ensure the programs improve skills and meet standards. The goal is to attract, retain, and develop talent to make Panda a leading retailer through effective people-focused solutions.
Welcome to the second issue of Inspire, inside you will find an array of goodnews from the School of Education, our recent Ofsted success being one of many highlights.
We will also bring you some interesting developments in early years and a primary teacher’s findings on the links between
self-esteem and learning in her classroom.
If you are working with children or young people we hope that you will find something of interest in this magazine.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
Peter leather overcoming sfia implementation pitfallsSFIA User Forum
1) Peter Leather is an independent consultant specializing in developing IT organizational capabilities. He has over 25 years of experience working with major organizations and has been using SFIA since 2003.
2) When implementing SFIA in learning and development, organizations should focus on priorities that drive measurable business results. They should also avoid analysis paralysis and engage managers to develop role profiles.
3) Successful change management is critical for SFIA implementation affecting skills and behaviors. Organizations should consider all phases of change for employees and provide support to line managers in developing people skills.
As the second largest school district in New Mexico, Las Cruces Public Schools looked for a research-based, high-quality professional development program. However, due to budget constraints and their remote location, travel to conferences or bringing in a presenter wasn't cost-effective. Find out how PD 360 filled all of their requirements with a PD program that could address individualized questions and concerns.
The First Year Experience Program at El Camino College aims to increase student retention and success. It provides linked courses, supplemental instruction, counseling, and learning communities for over 800 students per year. The program is funded by a Title V grant and helps more students complete English requirements on time compared to similar students not in the program.
- Provide language
support
- Auto-grade
written work
- Suggest learning
resources
Teachers:
- Set assignments
- View student
progress
- Provide feedback
Students:
- Access learning
resources
- Submit work
- Get feedback
- Track progress
Parents:
- View child's
progress reports
- Communicate
with teachers
Admin:
- Monitor portal
usage
- Generate reports
i-MTL Portal
An integrated online platform
to support ICT-based MTL
teaching and learning
- Language learning
- Formative assessment
- Tracking of progress
- Communication
between stakeholders
- Flexible access via
2011 PMBA Information Session Presentationmaysbusiness
The document summarizes the Texas A&M Professional MBA program. It offers the program through three locations in Houston and College Station. The Professional MBA can be completed in 22 months through part-time evening and weekend classes. It provides a flexible schedule for working professionals and focuses on developing business knowledge and an extensive professional network through case studies and electives.
This document discusses Techbuddy Consulting Pvt. Ltd., an ISO 9001:2008 certified organization that provides education consulting services. It offers various long-term and short-term education programs to develop quality in education through industry-academia partnerships. The Graduate Gyan Programme and Gyan Industrial Project models are described which provide students training, projects, and potential job placements. Benefits to partner organizations include cost savings from training and access to qualified candidates. Requirements from organizations and assurances from Techbuddy are also outlined. Some partner organizations and success stories are listed.
The document outlines the mission, goals, structure, and strategies of the Ready To Learn Independent School District Department of Human Resources. The department aims to recruit and retain a talented and diverse workforce to support high academic achievement for students. Key goals include providing staff development, supporting new teachers, and encouraging community involvement. The organizational structure follows a professional bureaucracy model with shared decision-making. Compensation includes performance-based pay. The technical core of the school's focus is on cognitive development and social constructivism.
The document discusses a study that examined the relationship between language proficiency in English and Howard Gardner's theory of multiple intelligences among 278 Iranian PhD candidates. The study found no significant relationship between overall language proficiency and combinations of intelligences. It also found no significant differences between males and females in terms of language proficiency or intelligence types. No single intelligence type was found to predict language proficiency. The results suggest there is no clear relationship between multiple intelligences and English language proficiency in this context.
This document discusses integrating instruction using Howard Gardner's theory of multiple intelligences and educational technology. It begins by outlining Gardner's eight intelligences and how technology can be used to support each type of learner. It then provides examples of lessons and tools that effectively blend each intelligence with technology to enhance student performance and differentiate instruction. The document concludes by emphasizing that technology alone does not improve learning; rather, effective instruction is needed to help students acquire 21st century skills and compete in an increasingly digital world.
The document outlines the mission, goals, structure, and strategies of the Ready To Learn Independent School District Department of Human Resources. The department aims to recruit and retain a talented staff to support high student achievement. Key goals include providing staff development, supporting student teachers, and implementing performance-based pay. Teaching methods are based on cognitive development and social constructivism, utilizing student-centered learning tactics and cultural tools.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
Professional Standards For Itts 020107Anwar Faruqh
The document introduces new overarching professional standards for teachers, tutors, and trainers in the lifelong learning sector in England. It was developed by Lifelong Learning UK at the request of the government to improve teaching quality. The standards define the skills, knowledge, and attributes expected of professionals in a variety of roles. They will form the basis for initial and continuing qualifications and help professionalize the workforce.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The Clinton Public School District in Mississippi is focused on developing more effective teachers and implementing Common Core standards. To achieve this, the district is utilizing the online professional development tool PD 360. PD 360 provides teachers personalized learning opportunities to improve their skills. It also helps administrators observe classrooms and provide targeted feedback to teachers. Through PD 360, the district aims to increase teacher effectiveness and ultimately boost student achievement.
David Little is a human resources professional with over 20 years of experience in learning and development, job design, performance management, rewards, and strategic alignment. He has worked in consulting for government, energy, financial services, and health sectors. His experience includes business development, sales, marketing, operations management, and human resources consulting.
The document discusses curriculum management frameworks and school readiness. It provides information on several topics:
1. Domains of challenges in curriculum management including planning, ownership, and sustainability strategies.
2. School readiness components that must be in place including attendance tracking, teacher and learner information, and timetabling.
3. Models and theories for strategic planning, conceptualizing adversity, and driving organizational turnaround.
The document presents frameworks, concepts, and strategies to improve curriculum management and school readiness.
The document summarizes Panda Academy's training programs for developing employees. It outlines certificates in retail operation, management, and diplomas that focus on functional skills and management competencies. Assessment tools ensure the programs improve skills and meet standards. The goal is to attract, retain, and develop talent to make Panda a leading retailer through effective people-focused solutions.
Welcome to the second issue of Inspire, inside you will find an array of goodnews from the School of Education, our recent Ofsted success being one of many highlights.
We will also bring you some interesting developments in early years and a primary teacher’s findings on the links between
self-esteem and learning in her classroom.
If you are working with children or young people we hope that you will find something of interest in this magazine.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
Peter leather overcoming sfia implementation pitfallsSFIA User Forum
1) Peter Leather is an independent consultant specializing in developing IT organizational capabilities. He has over 25 years of experience working with major organizations and has been using SFIA since 2003.
2) When implementing SFIA in learning and development, organizations should focus on priorities that drive measurable business results. They should also avoid analysis paralysis and engage managers to develop role profiles.
3) Successful change management is critical for SFIA implementation affecting skills and behaviors. Organizations should consider all phases of change for employees and provide support to line managers in developing people skills.
As the second largest school district in New Mexico, Las Cruces Public Schools looked for a research-based, high-quality professional development program. However, due to budget constraints and their remote location, travel to conferences or bringing in a presenter wasn't cost-effective. Find out how PD 360 filled all of their requirements with a PD program that could address individualized questions and concerns.
The First Year Experience Program at El Camino College aims to increase student retention and success. It provides linked courses, supplemental instruction, counseling, and learning communities for over 800 students per year. The program is funded by a Title V grant and helps more students complete English requirements on time compared to similar students not in the program.
- Provide language
support
- Auto-grade
written work
- Suggest learning
resources
Teachers:
- Set assignments
- View student
progress
- Provide feedback
Students:
- Access learning
resources
- Submit work
- Get feedback
- Track progress
Parents:
- View child's
progress reports
- Communicate
with teachers
Admin:
- Monitor portal
usage
- Generate reports
i-MTL Portal
An integrated online platform
to support ICT-based MTL
teaching and learning
- Language learning
- Formative assessment
- Tracking of progress
- Communication
between stakeholders
- Flexible access via
2011 PMBA Information Session Presentationmaysbusiness
The document summarizes the Texas A&M Professional MBA program. It offers the program through three locations in Houston and College Station. The Professional MBA can be completed in 22 months through part-time evening and weekend classes. It provides a flexible schedule for working professionals and focuses on developing business knowledge and an extensive professional network through case studies and electives.
This document discusses Techbuddy Consulting Pvt. Ltd., an ISO 9001:2008 certified organization that provides education consulting services. It offers various long-term and short-term education programs to develop quality in education through industry-academia partnerships. The Graduate Gyan Programme and Gyan Industrial Project models are described which provide students training, projects, and potential job placements. Benefits to partner organizations include cost savings from training and access to qualified candidates. Requirements from organizations and assurances from Techbuddy are also outlined. Some partner organizations and success stories are listed.
The document outlines the mission, goals, structure, and strategies of the Ready To Learn Independent School District Department of Human Resources. The department aims to recruit and retain a talented and diverse workforce to support high academic achievement for students. Key goals include providing staff development, supporting new teachers, and encouraging community involvement. The organizational structure follows a professional bureaucracy model with shared decision-making. Compensation includes performance-based pay. The technical core of the school's focus is on cognitive development and social constructivism.
The document discusses a study that examined the relationship between language proficiency in English and Howard Gardner's theory of multiple intelligences among 278 Iranian PhD candidates. The study found no significant relationship between overall language proficiency and combinations of intelligences. It also found no significant differences between males and females in terms of language proficiency or intelligence types. No single intelligence type was found to predict language proficiency. The results suggest there is no clear relationship between multiple intelligences and English language proficiency in this context.
This document discusses integrating instruction using Howard Gardner's theory of multiple intelligences and educational technology. It begins by outlining Gardner's eight intelligences and how technology can be used to support each type of learner. It then provides examples of lessons and tools that effectively blend each intelligence with technology to enhance student performance and differentiate instruction. The document concludes by emphasizing that technology alone does not improve learning; rather, effective instruction is needed to help students acquire 21st century skills and compete in an increasingly digital world.
The document outlines the mission, goals, structure, and strategies of the Ready To Learn Independent School District Department of Human Resources. The department aims to recruit and retain a talented staff to support high student achievement. Key goals include providing staff development, supporting student teachers, and implementing performance-based pay. Teaching methods are based on cognitive development and social constructivism, utilizing student-centered learning tactics and cultural tools.
Cost concerns and economic anxieties have put school construction projects on shaky ground. Rising construction costs over the past few years due to high fuel and material prices, combined with current state budget shortfalls, have made funding school construction difficult. Many school districts are hoping that the federal economic stimulus package will provide $14 billion to help fund necessary school repair, renovation and construction projects. However, some experts estimate that $30-$45 billion may be needed to address all infrastructure needs. Many districts rely on bond measures to fund construction, but uncertain economic conditions may make passing bonds more difficult. Some districts have also seen declines in state funding for construction due to budget issues. There are hopes that construction cost inflation may be slowing, however,
Financial crisis now striking home for school districtspriscilladjohnson
The financial crisis is negatively impacting school districts in several ways. Districts are struggling to issue bonds to fund construction projects due to tight credit markets. They are also paying higher interest rates for short-term borrowing to cover operating costs until tax revenues arrive. Additionally, some districts' investments in troubled financial institutions like Lehman Brothers are now locked up, inaccessible, or have lost significant value. The crisis has led to delays in school construction projects, potential budget cuts, and concerns about long-term effects on bond ratings and economic health.
This document discusses organizational effectiveness from a systems perspective. It presents a framework for considering organizational effectiveness that emphasizes the critical roles of systems thinking and learning theory. The framework views organizations as open systems that take in inputs, transform them through internal processes, and produce outputs which then provide feedback. Creating a learning culture is seen as essential for organizations to adapt, innovate, and achieve long-term effectiveness and sustainability.
The document proposes establishing a Teaching Skills Academy at a college to improve teaching and learning through generating new ideas, promoting fresh thinking, and driving staff development. The Teaching Skills Academy will be designed by teaching staff and provide teachers opportunities to meet personal development targets and engage in research, creativity, and innovation. It aims to introduce in September 2012 and have all staff enrolled in a monitored personal development program linked to the college's key targets by July 2013.
WAAR-Way Technologies offers training programs to improve teacher productivity and performance. Their programs are tailored for individual client needs and focus on practical approaches over excessive lectures. They provide training on topics like quality management, motivation, stress management, and classroom management. Their goal is to enhance education quality and competitiveness in Pakistan by helping educational institutions apply productivity and quality management principles to improve operations. They also conduct teacher performance evaluations to identify gaps and develop strategies for enhancing teacher capabilities.
This document discusses:
1. The career path of teachers which progresses from rookie to full-fledged professional through gaining experience and advanced degrees over many years.
2. The importance of professional development for both teachers to improve their skills and agencies to ensure high quality teaching. It outlines positive outcomes of effective professional development programs.
3. A proposed Professional Development Plan for faculty to set goals for professional growth, identify strategies to achieve them, and receive support and evaluation from supervisors. The plan aims to enhance teaching effectiveness and professional competence.
The document provides guidance for managers of academic programs on their roles and best practices for leadership. It begins with introducing the objectives of discussing how an institution's mission relates to individual roles and identifying key responsibilities. Some of the main roles outlined for heads of academic and support units include providing academic leadership, ensuring quality assurance, managing personnel, and representing the department. The document also discusses tips for effective leadership such as understanding the differences between leadership and management styles, managing one's career, motivating teams, resolving conflicts, and prioritizing health and safety.
Most training investment is wasted because over 80% of knowledge and skills gained are not applied on the job. Learning events alone cannot achieve improved workplace performance; organizations must supplement training with tools that encourage and measure learning transfer back to the workplace. ASK's approach of Engage, Learn, Transfer addresses this "transfer problem" by preparing learners and gaining manager support before training, using varied learning methods, and providing ongoing support through coaching to help apply new skills on the job.
This two-day conference focused on evaluating teacher and principal performance to spur innovation and change in K-12 education. Day 1 covered creating a culture of performance, understanding performance measurement requirements from the federal government, developing meaningful measures and metrics, and managing performance. Day 2 featured a case study on a high-performing school and understanding federal and private grant opportunities available under new Elementary and Secondary Education Act requirements. Performance measures would be used to evaluate eligibility for incentive-based funding and competitive monetary rewards.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
EdisonLearning provides ongoing professional development to improve educator skills and increase student achievement. Their program includes training, conferences, coaching and career tools to build strong leaders and support effective teachers. New options for webinars and online courses increase the flexibility and convenience of professional development opportunities.
CLASS (Creative Leadership Achieves Student Success) is an innovative education initiative that focuses on four components of effective teaching to raise student achievement: Expanded Career Paths, Effective Performance Evaluation, Relevant Professional Development, New Compensation Models.
Learn more by visiting: http://www.chalkboardproject.org/what-we-do/class.php
The document outlines the key tasks of an ICT leader's job description, which include planning and implementing in-school programs to:
1) Assist teachers in transferring new knowledge and skills from professional development opportunities into classroom practice.
2) Establish support mechanisms for teachers within the school and broader community.
3) Challenge teachers to raise student achievement through effective teaching approaches that integrate technology.
The ICT leader is responsible for developing and leading in-school programs in these three areas to build sustainability in supporting teachers' ongoing technology integration.
This brochure highlights the services that we can offer to schools/academies. We specialise in providing a comprehensive range of recruitment solutions and support services to the education sector.
EdisonLearning provides comprehensive and ongoing professional development for educational leaders and teachers to improve skills and increase student achievement. For leaders, training includes orientation, national conferences, coaching and mentoring. Teachers receive pre-training, annual conferences, peer observation and daily collaborative planning. New distance learning options like webinars and online courses provide greater flexibility and convenience.
Growing Strong Teachers provides professional development services to teachers to help strengthen their instructional practices. Their services include workshops, modeling, and coaching focused on topics like the workshop model, reflection, constructivist learning theory, and differentiated instruction. They develop customized professional learning plans for schools based on observations and student achievement data. Their goal is to gradually transfer professional learning responsibilities to teachers over several years as they help transform teachers' knowledge into improved classroom practices and higher student achievement.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
An aging teacher workforce and high teacher turnover necessitated an aggressive training program for new teachers in Prince George's County Public Schools. Effective Mentoring, an online course featuring education experts and classroom examples, was created to supplement existing mentoring programs. It supports new teachers and encourages retention while being easily accessible and cost-effective. The program encourages deep reflection on teaching principles and meets requirements for teacher certification.
A presentation created by Kansas Learning First Alliance (klfa.org) for member organizations to use when talking about professional learning in education today.
1) ICBM - SBE is a 2-year full-time PGDM program approved by AICTE with the mission of enhancing management education through excellent curriculum, faculty, infrastructure, and advisory council.
2) The document discusses ICBM - SBE's vision, associations with organizations like AIMA and NHRD, and world-class facilities including a library, computer lab, sports facilities, and hostel.
3) It provides an overview of ICBM - SBE's experienced faculty and core strengths of excellence, versatility, and strong career opportunities for students.
The document provides information about the Ready To Learn Independent School District's Department of Human Resources, including its mission, goals, organizational structure, teaching approach, and strategies for motivating teachers and students. The department's mission is to recruit and support a diverse staff to achieve high academic achievement for all students. Its goals include providing quality staff development and training a diverse workforce. The teaching approach is based on cognitive development and social constructivism. Strategies for motivating teachers include benefits, professional development, and rewards. Strategies for motivating students include relationship building, varied instruction, and setting goals.
The HR department at Texas A&M University follows an open systems model, where it considers inputs from external stakeholders. It is composed of five subunits that specialize in areas like employee development, policy review, and recruitment. As an open system, the department faces both strengths like responsiveness to the environment, and weaknesses such as limited career growth and low salaries. The document recommends improving communication, diversity, budget management, and training to strengthen the department's open systems approach.
The document summarizes the open systems structure of the Human Resources department at Texas A&M University. It describes how the department is divided into 5 subunits that specialize in different HR functions like employee development, policy, recruitment, operations, and benefits. It also notes that the department aims to provide high quality customer service to faculty, staff, and students. Additionally, the summary highlights that while the department operates under a bureaucratic structure, divisions of specialized labor can sometimes separate employees and hinder organizational growth.
The HR department at Texas A&M University follows an open systems model, with different subunits that specialize in areas like employee development, policy review, and recruitment. As an open system, it receives inputs from its environment and aims to improve services based on feedback. While it has strengths like efficient policy review and open managers, it also has weaknesses like low diversity, inadequate pay and training, and impersonal communication between levels. The department could improve by developing cross-training, examining pay scales, utilizing environmental resources, and improving communication between campuses.
The document discusses various constituents that affect new school construction. These include increased construction costs, concerns from residents about traffic issues due to the layout of the land, communication networks, economist groups, environmental organizations, fundraising groups, purchasing agents, regulators, stakeholders, the school's statistical data, and technology agents. The top three constituents affecting new school construction are increased construction costs, residents' concerns about traffic, and regulators.
The document outlines five measures of teacher effectiveness: student achievement, delivery quality, comprehensive teacher appraisals, parent and community involvement, and professional development. It discusses using data and classroom climate to measure student achievement. Delivery quality is measured through lesson versatility, tailoring to learning styles, creativity, and resource use. Comprehensive teacher appraisals incorporate measures from students, peers, self-evaluations, and supervisors. Parent and community involvement examines programs engaging parents and communities. Professional development assesses plan completion and positive development attitudes.
1. Ready To Learn Independent School
District
Department of Human Resources
Priscilla
Dawn
Johnson
EDUL
7023:
Dr.
Douglas
Hermond
May
8,
2010
2. Mission
Statement
for
Ready
To
Learn
Department of Human Resources
WE
will
sustain
high
academic
achievement
of
all
Ready
to
Learn
students
by
recruiKng,
selecKng,
retaining,
and
supporKng
a
diverse
and
highly
talented
staff.
WE
will
train
and
educate
our
staff
to
be
fluent
in
technical
trends,
cultural
responsiveness,
and
excellent
gatekeepers
for
the
opportuniKes
WE
open
for
our
students.
WE
are
the
voice
for
all
staff,
the
developers
of
many,
purposed
to
serve
our
students,
who
are
Ready
To
Learn.
3. HR
Strategic
Goals
Provide
the
best
available
staff
for
student
achievement
and
staff
development
Train
a
diverse
workforce
fully
engaged
with
students
Develop
student
teachers
and
ensure
their
success
Provide
teachers
the
opportuniKes
to
lead
in
our
supporKng
departments
Provide
training
for
teachers
who
instruct
the
SubsKtute
Academy
Implement
individual
development
acKon
plans
for
teachers
Encourage
parent
and
community
parKcipaKon
through
quarterly
newsleUers,
parent
conferences
each
semester,
and
maintaining
a
dynamic
website
4. OrganizaKonal
Structure
Director
of
HR
Assistant
to
Director
Parents
Teachers
Students
Community
5. OrganizaKonal
Structure
ExecuKve
Director
Assistant
to
ED
OrganizaKonal
Recruitment
&
OccupaKonal
Employee
Total
and
Staff
Workforce
Health,
Safety,
RelaKons
CompensaKon
Development
Planning
and
Wellness
Departments Supporting Student Learning
Student
Center
for
SubsKtuKon
Teaching
&
Student
Academy
Mentorship
Learning
6. Power
and
Authority
Structure
Professional Bureaucracy with Shared Decision Making
StandardizaKon
DecentralizaKon
Shared
Decision
Making
• We
rely
on
the
knowledge
and
• Teachers
have
a
direct
“say”
in
• We
uKlize
“zone
of
acceptance”
experKse
of
our
teachers
to
their
curriculum,
high
level
of
job
model
for
decision
making.
We
funcKon
effecKvely;
teachers
lead
autonomy,
while
belonging
to
consider
relevance
and
experKse,
their
development
plans,
and
professional
organizaKons
before
involving
teachers
and
develop
own
standards
uKlize
“group
consensus.
We
also
develop
teachers
for
decision
making.
7. CompensaKon
Performance-Pay for Teachers
Teachers
who
demonstrate
All
teacher
salaries
need
to
be
higher!
superior
performance
should
be
paid
more!
The Center for Teaching Quality: TeacherSolutions℠ Model
Base-‐CompensaKon
Plans
• Teachers
enter
our
schools
with
various
skills
and
knowledge
• They
have
the
opportunity
to
negoKate
their
salaries
based
on
these
factors
Career-‐CompensaKon
plans
• This
pay
builds
upon
base
salary
• We
offer
supplements
in
four
areas:
• 1.
Student
learning
2.
Knowledge
and
skills
3.
Market
needs
4.
Leadership
A TeacherSolutions report by 18 of the nation’s best Teachers: Center for teaching Quality, 2006
8. CompensaKon
Performance-Pay for Teachers
A
Professional
Compensa0on
Framework,
Designed
for
a
Compe00ve
Metropolis
Base
salary
range
Career
Salary
Supplements
(negoKable)
Student
Knowledge
Market
Leadership
Base
and
Learning
&
Skills
Needs
Career
Pay
Novice
$30,000-‐ Up
to
5%
Up
to
5%
Up
to
Not
ready
Up
to
$45,
000
$5,000
for
role
&
$55,000
reward
Advanced
$46,000-‐ Up
to
10%
Up
to
10%
Up
to
Up
to
10%
Up
to
$55,000
$10,000
$85,000
Expert
$56,000-‐ Up
to
15%
Up
to
15%
Up
to
Up
to
15%
Up
to
$70,000
$15,000
$130,000
9. Rewarding
&
MoKvaKng
our
Teachers
We
graKfy
certain
Yet,
we
also
recognize
needs,
called
fulfillment
of
hygiene
MOTIVATORS:
needs:
• Achievement
• RelaKons
• RecogniKon
• Supervision
• Work
itself
• Policy
&
administraKon
working
condiKons,
and
• Responsibility
salaries
• Advancement
• Personal
life
10. How
We
MoKvate
Our
Teachers
MoKvators
Beginning
of
school
year
survival
kit
Once
a
year,
team
building
and
socializing
2-‐day
retreat
EducaKonal
Olympic
games
to
strengthen
cohesion
Update
technology
and
supplies
for
teaching
Once
a
semester,
each
teacher
gets
a
two-‐hour
“come
to
work
late
or
leave
early
coupon”
We
keep
salaries
above
market
levels
We
provide
cost
of
living
adjustments
OccupaKonal
Health,
Safety,
and
Wellness
department
provides
a
24-‐hour
gym
for
all
staff
members
Reduce
the
number
of
unfulfilled
contracts
due
to
pregnancy,
by
offering
16
weeks
off,
with
½
pay
We
provide
daycare
called
“Children’s
Center,”
from
4
months
to
age
5;
we
pay
33%
of
costs
11. How
We
Reward
Our
Teachers
Rewards
• Golden
Apple
award
at
staff
meeKng,
selected
by
other
teachers
• Set
money
aside
for
small
gips,
like
gip
cards
• Televised
“Excellence
in
Teaching
Award”
• Reward
monies
for
improvement
in
standardized
test
scores
• All
staff
noon-‐hour
lunches
4
Kmes
a
year
• Teacher
movie
night
• Teacher
of
month,
with
free
parking
space
• Appointment
of
“acKng
principal”
• Celebrate
“teacher
appreciaKon
week”
12. Technical
Core
of
our
School
Focus:
CogniKve
&
ConstrucKvism
Our
learning
culture
is
based
on
cogni1ve
development
and
social
construc1vism:
We
believe:
We
Believe
We
Believe
We
Believe
We
Believe
Our
students
Learning
is
a
Students
learn
Our
students
respond
to
mental
best
with
bring
prior
more
than
just
process
that
tools,
which
knowledge
reinforcement
includes
reinforces
and
and
problem
cogniKve
contribute
this
punishment
solving
development
to
the
learning
process
13. Technical
Core
of
our
School
Focus-‐
-‐
-‐>
CogniKve
&
ConstrucKvism
We
teach:
We
Teach
We
Teach
We
Teach
Our
students
Strategies
to
The
how
to
learn
retrieve
importance
and
informaKon
of
cultural
informaKon
for
future
tools,
such
as
digesKon
use
technology
techniques
and
stats
for
teaching
14. Technical
Core
of
our
School
How we Teach Students to Learn
• Cogni0ve
Approach
• Social Constructivism
InformaKon
processing
Social
interacKon
Keep
student’s
aUenKon
Cultural
tools
OrganizaKon
skills
AcKviKes
to
shape
PracKce
techniques
development
Verbally
empower
students
to
learn
• Cultural
tools
• Learning
TacKcs
– Math
instruments
– Note
taking
– Computers/internet
– Mnemonics
– Symbolic
tools
– Visual
aids
– Maps,
signs,
and
codes
15. Technical
Core
of
our
School
Teaching Strategies
Encourage
and
Use
cogniKve
Search
students’
accept
student
terminology:
prior
knowledge
of
autonomy
&
(classify,
predict,
topic
before
iniKaKve
create)
teaching
Encourage
Encourage
criKcal
Ask
follow-‐up
communicaKon
thinking
with
quesKons
to
gauge
between
students
open-‐ended
understanding
and
teachers
quesKons
Provide
Kme
for
Challenge
previous
students
to
Use
errors
to
concepKons
on
construct
own
provide
feedback
topics
and
discuss
meaning
16. MoKvaKng
Students
“It only takes a spark to get a fire going, and soon all those
around warm up to its glowing…”
1st
day:
Teachers
tell
of
their
passion
for
learning
Vary
delivery
of
instrucKon
Observe
students
and
make
records
of
all
learning
styles
Use
visual
aids
(technology,
internet,
social
Create
supporKve
relaKonships
with
students
through
networks
encouragement,
aUenKon,
&
feedback
Reward
success
with
verbal
praise
and
trinkets
Create
an
atmosphere
where
students
want
to
work
Help
students
build
their
character
by
focusing
on
hard
for
someone
1
character
trait/week
Provide
standards
and
structure
Teach
goal
setng
by
having
students
write
down
Let
them
know
what
they
have
to
do
to
succeed
3
goals/week
Relate
assignments
to
real
life
(bring
current
event
Teach
accountability,
were
goals
met?
arKcles
to
class)
Have
students
answer
the
“big”
quesKon
3
x’s
per
week:
“did
I
do
my
best?”
Incorporate
team
building
exercise
to
teach
importance
of
helping
others
17. Research
QuesKons
1. Does
the
teacher-‐student
relaKonship
have
an
influence
on
student
moKvaKon
to
learn?
2. Does
shared
decision
making
have
and
adverse
impact
on
teacher
job
performance?
3. Does
the
“pay
for
performance”
model
have
an
impact
on
student
achievement?
4. What
is
the
correlaKon
among
well-‐trained
subsKtute
teachers
and
student
performance?
18. References
Ames,
R.
and
Ames,
C.
(nd).
Nine
ways
to
moKvate
your
students.
Journal
of
Educa-onal
Psychology.
Retrieved
May
5,
2010
from
hUp://www.imakenews.com/achievement/Nine_Ways_to_MoKvate_2006.pdf
Cambridge
Public
School
(2009).
Goals
for
2008-‐2009.
Retrieved
April
30,
2010
from
hUp://www.cpsd.us/schcomm/goals.cfm
Center
for
Teaching
Quality
(2007).
Designing
a
system
that
students
deserve:
A
TeacherSoluKons
Report.
Retrieved
May
7,
2010
from
hUp://www.teacherleaders.org/sites/default/files/TS2008_0.pdf
Craven,
H.
(nd).
LighKng
the
learning
fire.
Retrieved
May
5,
2010
from
hUp://www.inspiringteachers.com/classroom_resources/arKcles/curriculum_and_instrucKon/learning_fire.html
Hoy,
W.
&
Miskel,
C.
(2008).
EducaKonal
AdministraKon:
Theory,
research,
and
pracKce
(8th
ed.).
New
York,
NY:
McGraw-‐Hill.
Hopkins,
G.
(2008).
25
ways
to
moKvate
teachers.
EducaKon
World.
Retrieved
April
30,
2010
from
hUp://www.educaKonworld.com/
a_admin/admin/admin289.shtml
Kostelecky,
K.,
&
Hoskinson,
M.
(2005).
A
"NOVEL"
approach
to
moKvaKng
students.
Educa-on,
125(3),
438-‐442.
Retrieved
from
Professional
Development
Collec-on
database.
Murphy,
E.
(1997).
CharacterisKcs
of
construcKvist
learning
and
teaching.
Retrieved
April
20,
2010
from
hUp://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
NDT
Resource
Center
(2010).
Teaching
with
the
construcKvist
learning
theory.
Retrieved
April
30,
2010
fromhUp://www.ndt-‐ed.org/
TeachingResources/ClassroomTips/ConstrucKvist%20_Learning.htm