This document is Travis McNaughton's education portfolio that outlines his qualifications and experiences in various areas of teaching. It includes sections on leadership, teaching strategies, relationships with students, parents and staff, extracurricular activities, assessment, professional development, technology use, discipline, and recognition of success. The portfolio demonstrates McNaughton's strengths in areas like leading professional learning communities, positive student relationships, use of differentiated instruction, assessment to inform planning, and embracing technology and lifelong learning.
1. The document outlines the ideal qualities and responsibilities of a school principal, including having vision, understanding school culture, and learning from past experiences.
2. An ideal principal develops professional learning communities to improve teacher collaboration and student learning through activities like peer coaching, mentoring, and examining curricula and assessments.
3. Other key responsibilities are providing instructional, curricular, and assessment leadership to improve student learning; managing resources to promote a thriving school; and supporting students through policies and counseling.
This document summarizes a workshop on coaching for quality teaching and learning. It discusses creating a culture of coaching in schools and defining the coach's role. Key questions from participants include how to convince administrators that coaching is valuable, create supportive climates for coaching, help teachers identify needs, and balance data with relationships. The document also covers analyzing teacher implementation levels, defining student achievement, and the coach's role in facilitating teacher reflection and development.
The document discusses developing a modern curriculum for the future. It addresses three key questions: what are we trying to achieve with the curriculum, how do we organize learning, and how well are we achieving our aims? The curriculum should aim to develop successful learners, confident individuals, and responsible citizens. It should consider a changing society and economy. The curriculum framework focuses on skills, attitudes, and knowledge across subjects and learning experiences both in and out of school. Assessment should promote broad learning and provide feedback to improve learning. The goal is to inspire all learners and prepare them for the future.
Immersive Learning Ethics Report Spring 2009andrewmmagee
A booklet written and assembled with the entire group\'s effort to summarize the Ethics Immersive Learning team\'s work as of Spring 2009 for a presentation to the Ball State University Miller College of Business Board of Directors.
The document discusses eLearning and pedagogical principles for digital classrooms. It questions the differences between traditional and digital classrooms and asks what teacher actions promote student learning. It outlines principles of supportive environment, teaching as inquiry, and facilitated shared learning. It encourages exploring how eLearning can open new ways of learning by enabling students to learn beyond barriers of distance and time and through virtual experiences. The challenge is to consider how eLearning can support effective pedagogies to make learning more effective.
Page 2 of the STF Saskatchewan Bulletin contains an article about my recent receipt of the Prime Minister's Award for Teaching Excellence, Certificate of Excellence.
Creating Synergy Through Positive Culture and Powerful StructuresDiane Lauer
The document discusses creating synergy through positive culture and purposeful structures. It defines synergy as individuals being more successful or productive by working together, accomplishing things not possible alone. The objectives are to understand strategies to enhance relationships and develop leadership tools to accomplish goals. Various activities are outlined to help staff work together including sharing names and goals, thinking in pairs and groups, and checking assumptions. The importance of vision, strategy, coherence and synergy through relationships to achieve sustained achievement is discussed. Guidance is provided on articulating goals and mapping a plan to achieve them, with knowledge and skills specified. Ways to keep targets visible and provide differentiated professional development are also outlined.
This document provides summaries of books authored by Todd Whitaker and Annette Breaux focused on improving teaching practices. It lists over a dozen book titles related to topics like classroom management, motivating students and teachers, and the practices of great teachers. It also provides ordering information for the books and study guides.
1. The document outlines the ideal qualities and responsibilities of a school principal, including having vision, understanding school culture, and learning from past experiences.
2. An ideal principal develops professional learning communities to improve teacher collaboration and student learning through activities like peer coaching, mentoring, and examining curricula and assessments.
3. Other key responsibilities are providing instructional, curricular, and assessment leadership to improve student learning; managing resources to promote a thriving school; and supporting students through policies and counseling.
This document summarizes a workshop on coaching for quality teaching and learning. It discusses creating a culture of coaching in schools and defining the coach's role. Key questions from participants include how to convince administrators that coaching is valuable, create supportive climates for coaching, help teachers identify needs, and balance data with relationships. The document also covers analyzing teacher implementation levels, defining student achievement, and the coach's role in facilitating teacher reflection and development.
The document discusses developing a modern curriculum for the future. It addresses three key questions: what are we trying to achieve with the curriculum, how do we organize learning, and how well are we achieving our aims? The curriculum should aim to develop successful learners, confident individuals, and responsible citizens. It should consider a changing society and economy. The curriculum framework focuses on skills, attitudes, and knowledge across subjects and learning experiences both in and out of school. Assessment should promote broad learning and provide feedback to improve learning. The goal is to inspire all learners and prepare them for the future.
Immersive Learning Ethics Report Spring 2009andrewmmagee
A booklet written and assembled with the entire group\'s effort to summarize the Ethics Immersive Learning team\'s work as of Spring 2009 for a presentation to the Ball State University Miller College of Business Board of Directors.
The document discusses eLearning and pedagogical principles for digital classrooms. It questions the differences between traditional and digital classrooms and asks what teacher actions promote student learning. It outlines principles of supportive environment, teaching as inquiry, and facilitated shared learning. It encourages exploring how eLearning can open new ways of learning by enabling students to learn beyond barriers of distance and time and through virtual experiences. The challenge is to consider how eLearning can support effective pedagogies to make learning more effective.
Page 2 of the STF Saskatchewan Bulletin contains an article about my recent receipt of the Prime Minister's Award for Teaching Excellence, Certificate of Excellence.
Creating Synergy Through Positive Culture and Powerful StructuresDiane Lauer
The document discusses creating synergy through positive culture and purposeful structures. It defines synergy as individuals being more successful or productive by working together, accomplishing things not possible alone. The objectives are to understand strategies to enhance relationships and develop leadership tools to accomplish goals. Various activities are outlined to help staff work together including sharing names and goals, thinking in pairs and groups, and checking assumptions. The importance of vision, strategy, coherence and synergy through relationships to achieve sustained achievement is discussed. Guidance is provided on articulating goals and mapping a plan to achieve them, with knowledge and skills specified. Ways to keep targets visible and provide differentiated professional development are also outlined.
This document provides summaries of books authored by Todd Whitaker and Annette Breaux focused on improving teaching practices. It lists over a dozen book titles related to topics like classroom management, motivating students and teachers, and the practices of great teachers. It also provides ordering information for the books and study guides.
Principles of adult learning facilitate group problem solving by:
1. Creating an optimum environment where people are open-minded, explore problems, listen to each other, and try to find the best solution.
2. Recognizing key aspects of adult learning like supporting learners' needs and life experiences, tapping into motivations, and ensuring learning is relevant.
3. Drawing on strategies like exploring benefits, building on experiences, providing choices, and relating issues to needs to engage learners in examining problems and finding solutions.
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
The document discusses Attitudinal Based Learning (ABL), an approach that focuses on changing learners' attitudes in order to create more sustained behavioral changes compared to traditional training methods. ABL aims to help learners integrate new knowledge and skills into their existing worldview by demonstrating usefulness and fit. The key points are:
1) ABL focuses on learners' decision-making processes and attitudes rather than just skills or content.
2) By getting learners to agree on useful beliefs and behaviors upfront, they are left with little choice but to acknowledge applying those behaviors would be useful for themselves.
3) ABL contrasts with traditional training which may confront learners' views rather than help them integrate new ideas
Sondra Cave, a professor of education at MNU, has been recognized for her work promoting positive psychology and strengths-based education through Gallup's StrengthsFinder program, which focuses on identifying and developing individuals' innate talents rather than fixing deficiencies. Cave helped translate the StrengthsFinder concepts for use in higher education and has trained over 500,000 college students, faculty, and staff on using strengths to achieve their potential. She incorporates strengths identification into MNU's freshman seminar to help students have a more rewarding college experience by understanding and applying their strengths.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
This presentation is an introduction to a school professional development model that capitalizes on expertise within the school while empowering shared leadership and collaboration.
Building 1-to-1 BYOD Learning Communities Parent PresentationTravis McNaughton
A presentation designed specifically for parents sharing how and why technology should be in the classroom. The presentation invites parents to have their children participate in the 1 to 1 BYOD initiative at Muir Lake School. Presented in the spring of 2013.
This document discusses building stronger learning communities through transforming school, parent, and student collaboration with technology. Decades of research show that parent involvement leads to higher student achievement, better attendance, and lower rates of bad behavior. Technology provides new ways to connect learning communities and make collaboration transparent beyond barriers of time and space. When students, parents, teachers, and community members actively learn together through sharing ideas on blogs and social media, it empowers all individuals to get smarter through their connections.
This document provides an overview of the key differences between C and C++. It discusses how C lacks many high-level features that are present in C++, such as classes, templates, exceptions, and the standard library. However, it notes that C can still be used to write useful code by emulating high-level techniques. The document also summarizes some of the main language constructs in C like functions, printf/scanf, arrays, pointers, and memory management. It aims to help C++ programmers understand how to work with C when necessary.
This document provides an introduction to using Twitter for parents who want to engage in education. It outlines how Twitter can be used for communication, breaking news, activism, networking, discovery, research, and professional development. It then covers how to get started on Twitter, including creating an account, who to follow, hashtags, replying, mentioning, retweeting, and direct messaging. Finally, it provides tips for using Twitter like joining chats, using apps like TweetDeck, linking websites, and favoriting tweets.
This was shown during the first day of school for the students during the assembly as part of a presentation to the students. The presentation highlighted the "big rocks" of the school and challenged students to new levels of leadership this school year.
Transforming teaching & learning in 1 to-1 learning environmentsTravis McNaughton
Muir Lake school staff and students use technology to access, share and create knowledge, to discover, develop and apply competencies across subject areas for learning and to demonstrate what they know and are able to do. This presentation gives a brief overview how Muir Lake School implemented a grade 4-9 1:1 BYOD Learning environments and demonstrates the impact that this has had on students’ learning.
A microprocessor is a computer processor contained on a microchip. It contains the central processing unit (CPU) and performs arithmetic and logic operations. Microprocessors have evolved over generations from processing instructions serially to employing super scalar processing with over 10 million transistors. They are used in devices like computers, phones, and traffic lights to process instructions and control functions. The internal architecture of microprocessors like the Intel 8086 contains a bus interface unit that handles data transfer and an execution unit that decodes instructions and performs arithmetic logic operations.
The document summarizes a study on supporting professional agency in Australian and Macedonian pre-service teachers. The study used arts-based reflection methods including collaborative drawings and collages to explore pre-service teachers' visions of an ideal classroom and teacher qualities. Findings showed participants could clearly articulate ideal teacher qualities and factors supporting agency development, though Australian participants demonstrated greater ability to identify obstacles. The study concluded arts-based reflection promotes prerequisites for agentic behavior like deep reflection and connectedness. It also suggested reflection strengthens with practice and supports knowledge and identity development aligned with models of teacher development.
International Experiential Learning: The Journey with CSB/SJU.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
The document summarizes a professional development program designed to promote a student culture of cooperation through cooperative learning strategies and character education. The program provides training for K-12 teachers through a learning community cohort model with summer institutes and monthly meetings. Evaluation of the program shows that cooperative learning improves achievement and relationships while developing social-emotional skills when implemented effectively. Research supports cooperative learning's ability to foster character development when students learn academic content while practicing prosocial behaviors.
Principles of adult learning facilitate group problem solving by:
1. Creating an optimum environment where people are open-minded, explore problems, listen to each other, and try to find the best solution.
2. Recognizing key aspects of adult learning like supporting learners' needs and life experiences, tapping into motivations, and ensuring learning is relevant.
3. Drawing on strategies like exploring benefits, building on experiences, providing choices, and relating issues to needs to engage learners in examining problems and finding solutions.
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
The document discusses Attitudinal Based Learning (ABL), an approach that focuses on changing learners' attitudes in order to create more sustained behavioral changes compared to traditional training methods. ABL aims to help learners integrate new knowledge and skills into their existing worldview by demonstrating usefulness and fit. The key points are:
1) ABL focuses on learners' decision-making processes and attitudes rather than just skills or content.
2) By getting learners to agree on useful beliefs and behaviors upfront, they are left with little choice but to acknowledge applying those behaviors would be useful for themselves.
3) ABL contrasts with traditional training which may confront learners' views rather than help them integrate new ideas
Sondra Cave, a professor of education at MNU, has been recognized for her work promoting positive psychology and strengths-based education through Gallup's StrengthsFinder program, which focuses on identifying and developing individuals' innate talents rather than fixing deficiencies. Cave helped translate the StrengthsFinder concepts for use in higher education and has trained over 500,000 college students, faculty, and staff on using strengths to achieve their potential. She incorporates strengths identification into MNU's freshman seminar to help students have a more rewarding college experience by understanding and applying their strengths.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
This presentation is an introduction to a school professional development model that capitalizes on expertise within the school while empowering shared leadership and collaboration.
Building 1-to-1 BYOD Learning Communities Parent PresentationTravis McNaughton
A presentation designed specifically for parents sharing how and why technology should be in the classroom. The presentation invites parents to have their children participate in the 1 to 1 BYOD initiative at Muir Lake School. Presented in the spring of 2013.
This document discusses building stronger learning communities through transforming school, parent, and student collaboration with technology. Decades of research show that parent involvement leads to higher student achievement, better attendance, and lower rates of bad behavior. Technology provides new ways to connect learning communities and make collaboration transparent beyond barriers of time and space. When students, parents, teachers, and community members actively learn together through sharing ideas on blogs and social media, it empowers all individuals to get smarter through their connections.
This document provides an overview of the key differences between C and C++. It discusses how C lacks many high-level features that are present in C++, such as classes, templates, exceptions, and the standard library. However, it notes that C can still be used to write useful code by emulating high-level techniques. The document also summarizes some of the main language constructs in C like functions, printf/scanf, arrays, pointers, and memory management. It aims to help C++ programmers understand how to work with C when necessary.
This document provides an introduction to using Twitter for parents who want to engage in education. It outlines how Twitter can be used for communication, breaking news, activism, networking, discovery, research, and professional development. It then covers how to get started on Twitter, including creating an account, who to follow, hashtags, replying, mentioning, retweeting, and direct messaging. Finally, it provides tips for using Twitter like joining chats, using apps like TweetDeck, linking websites, and favoriting tweets.
This was shown during the first day of school for the students during the assembly as part of a presentation to the students. The presentation highlighted the "big rocks" of the school and challenged students to new levels of leadership this school year.
Transforming teaching & learning in 1 to-1 learning environmentsTravis McNaughton
Muir Lake school staff and students use technology to access, share and create knowledge, to discover, develop and apply competencies across subject areas for learning and to demonstrate what they know and are able to do. This presentation gives a brief overview how Muir Lake School implemented a grade 4-9 1:1 BYOD Learning environments and demonstrates the impact that this has had on students’ learning.
A microprocessor is a computer processor contained on a microchip. It contains the central processing unit (CPU) and performs arithmetic and logic operations. Microprocessors have evolved over generations from processing instructions serially to employing super scalar processing with over 10 million transistors. They are used in devices like computers, phones, and traffic lights to process instructions and control functions. The internal architecture of microprocessors like the Intel 8086 contains a bus interface unit that handles data transfer and an execution unit that decodes instructions and performs arithmetic logic operations.
The document summarizes a study on supporting professional agency in Australian and Macedonian pre-service teachers. The study used arts-based reflection methods including collaborative drawings and collages to explore pre-service teachers' visions of an ideal classroom and teacher qualities. Findings showed participants could clearly articulate ideal teacher qualities and factors supporting agency development, though Australian participants demonstrated greater ability to identify obstacles. The study concluded arts-based reflection promotes prerequisites for agentic behavior like deep reflection and connectedness. It also suggested reflection strengthens with practice and supports knowledge and identity development aligned with models of teacher development.
International Experiential Learning: The Journey with CSB/SJU.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
The document summarizes a professional development program designed to promote a student culture of cooperation through cooperative learning strategies and character education. The program provides training for K-12 teachers through a learning community cohort model with summer institutes and monthly meetings. Evaluation of the program shows that cooperative learning improves achievement and relationships while developing social-emotional skills when implemented effectively. Research supports cooperative learning's ability to foster character development when students learn academic content while practicing prosocial behaviors.
The Common Sense Model centers student well-being and puts the student at the foundation. It aims to uncover each student's potential. The model was developed in response to fundamental questions in education today. It utilizes Parent Partnership, High Quality Adult Learning, and Learning Embedded in Real Life to enhance student well-being and learning. These three pillars work together towards the central goal of optimizing each student's growth and development.
The document discusses qualities of good teaching. It states that the most important role of a teacher is to impart a love of learning to students. A good teacher guides students, motivates them to succeed, and helps develop their self-image and skills to become leaders. Key qualities of an effective teacher include having strong subject knowledge, integrity, good communication skills, and sparking students' interest in learning.
This document discusses selecting mentors for a son attending the Mississippi National Guard's Youth Challenge Program. Key considerations for choosing mentors included identifying males who could help the son grow into a prosperous young man and understand his purpose. It was important that the mentors possessed qualities like wisdom, integrity, and leadership. Establishing an effective mentoring relationship is important for a child's development, as it takes a community to raise a child. Mentors provide guidance, support, and wisdom gained from experience to support a mentee's career development.
The document discusses strategies for motivating students to read informational texts, including building self-efficacy, using social motivation, and giving students choices over texts. It also presents questions for discussion about using informational texts and group reading assignments, and expresses that while literacy is important in science, teaching reading skills can feel unfamiliar to science teachers.
The document summarizes a teacher's philosophy of education through discussing why they teach, their educational values and goals, and the methods and strategies they employ. The teacher's goal is to develop higher-level thinking in students and help them succeed through nurturing relationships, teamwork, and making learning fun. Feedback from students and colleagues indicates the teacher is successful in achieving student learning and being an excellent educator through living their values of nurturing students and helping them achieve.
This presentation shows examples of how my students were presented with challenges and projects in which they applied their knowledge to solve problems
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
This document discusses the principles of teaching by design, which involves starting with ideal learning outcomes and working backwards to design teaching activities and assessments aligned to achieve those outcomes. It emphasizes considering environmental factors like the institution, discipline, classroom atmosphere and student cultures that influence learning. The document provides examples of mapping these factors and constructing meaningful learning experiences through connecting course elements, building on prior learning, and transferring knowledge to real-world contexts. It presents teaching design as a creative and analytical process that aims to foster lifelong, complex and constructive learning.
The document discusses how social media and online learning can help students reach their educational and career goals, noting that today's learners and work environments require strong collaborative skills, and that schools need to adapt by incorporating more collaborative assignments, interactive activities, and real-world projects to help students develop these important competencies for future success.
The document discusses constructivism in teaching. It defines constructivism as the idea that learning occurs as learners actively engage in meaning-making through experiences and reflecting on those experiences, rather than passively receiving information. Characteristics of constructivist teaching include learners being actively involved, a democratic environment, interactive and student-centered activities, and the teacher facilitating learning. Constructivist teaching depends on the learner's cognitive development level. The roles of the teacher include modeling, coaching, and scaffolding. Assessment methods include oral discussions, mind mapping, and hands-on activities. Benefits of constructivism include children learning more and enjoying learning, as well as developing skills like divergent thinking, collaboration, creativity, and communication.
"Teacher, what does teacher-student dialogue usually look like?"
Teacher: Teacher-student dialogue in classrooms often involves the teacher asking a closed question with a single correct answer, a student attempting to answer, and the teacher evaluating if the answer is right or wrong. This type of dialogue is often called an Initiation-Response-Evaluation or IRE sequence. Some key features include:
- Questions are usually known-answer questions looking for a single correct response
- Students are called on one at a time to answer
- Answers are often short, one-word responses
- Feedback is usually just right or wrong rather than extending the thinking
- There is limited discussion or follow up questions to probe student understanding
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
This document outlines the efforts of Greene County Schools in North Carolina to implement systemic change through sustained staff development and cultural change. It describes the school system, which includes 5 schools serving over 3,000 students. It then discusses the shared instructional vision, the need for staff development that is sustained and relevant, and the design principles for cultural change including establishing critical balance between infrastructure, content, and staff development. Finally, it provides details on the delivery model for staff development including modeling of best practices, blending of content and pedagogy, and use of "smart sheets" for reference.
Welcome to School District #60 which serves over 5,700 students across 20 schools in a regional population of 31,000. The district is focused on providing quality education for all students through a philosophy of reculturalization, positive behavior supports, and leadership development. Key goals include improving social responsibility, student engagement and the academic success of Aboriginal students as outlined in the district's Achievement Contract and Aboriginal Enhancement Agreement. The district is exploring opportunities to reconfigure facilities and programming to better meet the diverse needs of students in the coming years.
The document discusses the challenges facing education today and how to meet those challenges, noting that education should aim to develop learning to know, learning to do, and learning to be. It also emphasizes developing students' multiple intelligences and the importance of educational leadership in shaping vision, cultivating other leaders, and improving instruction. Meeting today's challenges requires better curriculum, teaching, testing, and professional development for teachers.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Portfolio Travis McNaughton
1. Travis McNaughton’s
Education Portfolio
“A teacher affects eternity; he can never tell where his influence stops.”
Henry Adams
2. Table of Contents
Leadership Teaching and Learning
Teacher/Parent Strategies
Relationships Teacher Planning
Teacher/Student Assessment
Relationships Professional
Extra Curricular Development
Activities Technology
Student Service Discipline
Staff Relationships Celebrations of Success
and Recognition
3. “Example is not the main thing in leading
others, it is the only thing.”
Leadership Albert Schwieter
Regularly fulfilled Acting
Administration duties
Led Professional Learning
Communities
Administered Assemblies
Collaborated to initiate new
technology trial policy
Initiating Junior High Career
Technology Studies Program
Contributed to initiation of
Renaissance Program – an award
based program promoting student
success in academics and behavior
4. “It takes a whole village to raise a child.”
Proverb
Parent/Teacher
Relationships
Collaborating with parents is
essential to enabling students to
reach their potential
I seek and encourage
often, effective communication with
parents
Parent volunteers are essential to
successful events and are vital to
the school community
5. “Treat your students the way you want to
be treated.”
Teacher/Student The Golden Rule
Relationships
Positive relationships between
students and the teacher is
imperative to education
Respect is the cornerstone of my
relationships with students
I express value to my students
by displaying an interest in them as
individuals
Every student is unique
I treat students with fairness
according to their individual needs,
however, not necessarily with
equality
…and I try to make them laugh!
6. “Life is a learning experience, only if you
learn.”
Extracurricular Yogi Berra
Activities
Learning does not stop when the
“bell rings”
Extracurricular activities provide
opportunity for students to
showcase their individual abilities
and interests
I have coached the Junior High
Basketball Program for the last
three years
I have co-coached the Junior
High Track team for the last four
years
I have contributed to a number of
extracurricular events such as
yearbook, grade nine camping
trip, Christmas concert and many
others
7. “He who wishes to secure the good of
others, has already secured his own.”
Confucius
Student Service
My Junior High Extended
Physical Education option helped to
make Eldorado School’s Positive
Playground event a huge success
8. “Individual commitment to a group effort
– that is what makes a team work, a
company work, a society work, a
Staff Relationships
civilization work.” Vince Lombardi
Teachers should work together to
provide the best education for
students possible
I make myself available to my
colleagues to collaborate and help
in any way I can
I collaborated with colleagues on
a number of projects
Creating a CTS program
Physical Education
differentiated Fitness unit
Cross grade Space and
Sky Science differentiated
unit
9. “A good teacher must be able to put
himself in the place of those who find
Teaching and Learning
learning hard.”
Strategies Eliphas Levi
Students are unique and learn in
unique ways
I employ a multitude of
differentiated strategies to assist
students in their learning such as:
Jigsaw groups
Smart learning strategies
Guided reading
Peer evaluations
10. “A good plan is like a road map: it shows
the final destination and usually the best
way to get there.”
Teacher Planning H. Stanley Judd
I believe in being rigidly planned Knowl edge Struct ure of Badminton (A)
and flexible enough to Kn ow led ge Stru ctu re of Badmin ton
accommodate teachable moments
Ba sic Sk ills Ap plic ati on o f Basi c Sk ills
Lo co mo tor Manip ula tive Strate gy
(See Ch arts B, C, D )
My year, unit, and lesson plans
are working documents C out Mo vemen t Sp ac e Ti me Fo rce U nce rta inty
Sh uffl e Lu ng e R un
My reflection informs and
improves my planning for the future
Social Studies 9
Lifestyle and Living Conditions in Communist Russia Values and Ideologies
RAFT Writing Assignment
Imagine you are living in Russia when the economic system was a command economy. SCOPE & TEACHING SEQUENCE FOR BADMINTON Lesson Plan #5
Course: Social Studies 30/33 Class Length: 82 minutes
Your assignment is to write a paper exploring your lifestyle, living conditions, working Name Of Activity: Badminton Teacher: Travis McNaughton
conditions, and major events in Russia during this time. In order to complete this
assignment you must choose:
Level of Learner: Beginner- General and Specific Outcomes: See unit plan
N =New R=Review C=Continue A=Application Intermediate Activity Teaching/ Learning Procedure Time Evaluation
Steps Activity Session Number
Role of the Writer - Who are you as the writer? (See Roles below) Strategies
Administration N/A Take attendance 2 min N/A
Audience - To whom are you writing? Is your audience the Canadian people? A o Use teacher logic
friend? Your teacher? Readers of a newspaper? Your government? 1 2 3 4 5 6 7 8 9 10 Introduction Teacher centered Provide Direction for 2 min N/A
Format - What form will the writing take? Is it a letter? A classified ad? A speech? A Introduction/Orientation N lecture class
poem? o Provide o Quiz: Values and
1 Grips/General Swinging N R C focussed direction Ideologies Vocabulary
Topic + strong Verb - What's the subject or the point of this piece? Is it to persuade for students o Finalize group
your reader about your specific situation in the command economy? To provide support 2 Court Movement (shuffle, lunge, run) N R C C C C A A A A learning presentations for approx.
for your government? To inform your reader about your life in Russia? 3 Serving (Deep/Shallow) N R C C C C A A A A 15 min.
o Group Presentations
4 Forehand Underhand Clear N R C C C A A A A Quiz: Values Individual Student Distribute quiz to students 20 min Formal
Questions to Consider:
5 Forehand Overhead Clear N R C C C A A A A and Ideologies activity o Have students complete evaluation of quiz
the quiz working on their
What are your living conditions and working conditions like? 6 Backhand Underhand Clear N R C C A A A A own
Do you like working in a command economy? 7 Backhand Overhead Clear N R C C A A A A o Collect the quizzes
when the students are
Do you have a family and if so does working in the command economy help you and
your family? 8 Forehand Underhand Drop N R C A A A A finished
Group work 15 min
Are any of your rights being compromised in the centrally planned economy? If so 9 Backhand Underhand Drop N R C A A A A assignment
Student centered
approach
Finalize group
assignment so that students
Informal
evaluation based
what rights and is this okay? 10 Forehand Overhead Drop N R A A A A Group work are ready to present on how groups are
What are your responsibilities in the centrally planned economy? o Put finishing touches on working and what
11 Backhand Overhead Drop N R A A A A assignment they have
Roles: 12 Forehand Smash N R/A A A A o Practice/plan for completed
presentation (who is going
1. Worker/Laborer: You are an average worker in Russia when the economic 13 Backhand Smash N R/A A A A to speak when etc.)
system is a command economy. Choose a job of your choice (ie. janitor, 14 Singles Game Strategy N R C C Group Student centered Group Presentations 15 min Formal
salesman etc.). Presentations: approach o Remind students to evaluation of
2. Professional: You are a professional working in Russia’s command economy (ie. 15 Doubles Game Strategy N R C Features of Group work provide utmost respect to group
Political
doctor, dentist etc.). 16 Tournament Game Play N C C Systems
classmates when they are
presenting
presentations (see
marking rubric)
3. Entrepreneur: You are a business owner (or were a business owner) in Russia’s o Groups will present in
command economy. order (groups 1-6)
4. Farmer: You are a farmer who owns (or owned) your own land in Russia’s o Collect each groups
centrally planned economy. notes in order to
photocopy and distribute
5. Stalin: You are Stalin. Why did you introduce your five-year plans? Why is a to classmates
centrally planned economy best for Russia? o Start next lesson if
6. Member of the government: You are a member of the Russian government. presentations do not take
Choose which branch of the government you are working for (ie. Gosplan, up the rest of class (lesson
6)
communist party etc.).
Conclusion Teacher centered Provide conclusion for 2 min N/A
approach class
Bring closure to o Feedback
the class and provide o Provide direction for
direction for next class next class (see lesson 6)
11. “As long as there are tests, there will be
prayer in public schools.”
Anonymous
Assessment
I consistently use formative and
summative assessment in my
classroom
The assessment of my students
is based on curricular outcomes
and informs my planning
Social Studies:
Napoleon
Unit Plan
Grade: 11 Teacher: Travis McNaughton
Number of Classes: 7 Class Length: 82 minutes
Knowledge Objectives:
Students will understand and be able to describe how Napoleon rose to power in France.
Students will be able to describe the changes that occurred in France under the reign of Napoleon.
Students will be able to identify and describe major Napoleonic battles that occurred.
Students will be able to identify the countries, sites of major land battles, and major bodies of water
in Napoleonic Europe.
Skill Objectives:
Reading for Comprehension
Gathering main concepts for understanding
Computer skills
Lesson General Specific Learning/Teaching Strategies and Points Assessment /
Outcomes Outcomes Evaluation
1 1 1.1 Provide Direction for class Informal
2 1.4 Review French revolution evaluation based
o Where we left off: The reign of the on class
1.6
“Directory” discussion
1.8 Introduce Napoleon Formal
1.9 o Have students copy notes from evaluation of
1.11 overhead – Napoleon section review
2.1 Section Review: pg 45 # 1-5 in “World Content
2.2 History: Patterns of Civilization” knowledge on
o SS 23 - # 2-5 Unit exam
2.3 o Due next day (lesson 2)
2.4 Provide conclusion for class
o Feedback
o Provide direction for next class (see
lesson 2)
2 1 1.1 Provide Direction for class Informal
2 1.4 Mark Section Review pg 45 evaluation based
o Collect marks on class
1.6 discussion
Review notes on Napoleon
1.8 Continue notes: The Rise of Napoleon Formal
1.9 o Take notes from overhead evaluation of
1.11 Section Review pg 48 #1-6 in “World Section Review
2.1 History: Patterns of Civilization” Content
2.2 SS 23 – only do # 2-6 knowledge on
Due next class (lesson 3) Unit exam
2.3
Provide conclusion for class
2.4
o Feedback
o Provide direction for next class (see
lesson 3)
3 1 1.1 Provide Direction for class Informal
2 1.4 Mark Section Review pg 48 evaluation based
o Collect marks on class
1.6 discussion
12. “He who dares to teach, must never
cease to learn.”
Professional Anonymous
Development
I love to learn
I have attended many
professional development
opportunities this past year
including the Education
Symposium, Leading and
Learning, and Instructional
Coaching CARC conferences
I am always reading books
related to teaching and leadership
Everywhere I drive I listen to
podcasts and speaking regarding
personal, professional and
leadership development
13. “If we teach today as we taught
yesterday, we rob our children of
tomorrow.”
Technology John Dewey
I believe technology is a vital tool
to educating this generation
I have had the privilege of
teaching Language Arts grade eight
and nine in the computer lab
I incorporate technology in some
way to almost every lesson I teach
I consistently support staff by
helping them utilize technology
I have ample experience in a
wide variety of computer programs
including SIRS
I am confident in my ability to
learn virtually any computer
program quickly
14. “Discipline is the refining fire by which
talent comes ability.”
Roy L. Smith
Discipline
I believe discipline should be
done with respect
I believe action and programs
should be implemented to teach
values that decrease discipline
issues
Discipline is more than
consequences: it is a tool to help
students become their best
I believe that inappropriate
student behavior should be
matched with natural
consequences
15. “Most successful men have not achieved
Celebrations of their distinction by having some new talent or
Success and opportunity presented to them. They have
Recognition developed the opportunity that was at hand.”
Bruce Barton
Awarded the Wild Rose Public
Schools Student Select Award
2008
Nominated for Wild Rose School
Division Apple Award 2010
My science grade six class
achieved 20% higher than the
provincial average on the Provincial
Achievement Test and 100% of
them wrote and met the acceptable
standard
16. 32 Landon Drive Phone: 780-946-6008
Spruce Grove, Alberta Cell: 780-242-9037
T7X 4S1 E-mail: travdmc@gmail.com
The End
Travis McNaughton’s Education Portfolio