This document contains a questionnaire for principals with multiple choice questions regarding their leadership practices. The questions cover topics like communication, curriculum planning, values/ethics, leadership, community relations, and problem solving. For each question, principals are asked to select the response that most closely matches how they would actually behave in a given situation, rather than how they think they should behave. The document provides context that the goal is to evaluate principals' real behaviors, not to get "right answers". It also notes that some questions are reverse scored to identify potential faking.
1. The document discusses the importance of mentoring for teachers. It defines a mentor as a wise and trusted counselor. A mentor provides both personal and professional support that goes beyond advising.
2. It then lists eight qualities of a great teacher mentor: respect, listening, challenging mentees to grow, collaboration, celebration, honesty, providing a safe space, and empathy. These qualities help mentors support new teachers and strengthen the mentor-mentee relationship.
This document discusses training and development. It defines training as seeking to improve an individual's job skills and abilities through relatively permanent changes, while development focuses more on preparing employees for future roles and improving personal skills.
The document outlines differences between training and development, including that training has a shorter term perspective focused on specific job skills, while development has a longer term perspective aimed at personal growth. It also discusses the training process, including need analysis, objective setting, method design, implementation, and evaluation. Adult learning styles and barriers to learning are addressed. The roles of trainers as facilitators, presenters, and coaches are examined.
Trainers should follow proper etiquette to ensure training sessions are smooth and memorable. This includes being punctual, dressing appropriately, and maintaining a respectful attitude. Trainers should greet participants, learn their names, listen without interrupting, appreciate different opinions, and remain impartial. They should also avoid jokes at participants' expense, speaking in languages not all understand, getting too close physically, and using sessions to promote products. Following these etiquette guidelines allows trainers to disseminate knowledge effectively and serve as role models.
The document discusses the evolution of leadership theories from the "great man" theory of the 1900s to more modern situational theories. It outlines several leadership theories that emerged over time, including trait theory, the managerial grid model, contingency theory, and excellence theories. The theories examine what traits or behaviors make effective leaders and how the situation and followers impact leadership approaches.
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
1. The document outlines the tasks and expectations for a pre-service teacher's practicum orientation. It includes completing a responsibility matrix, feeling excited about the practicum site, and preparing tools related to knowledge, attitude, skills, and habits (KASH) for teaching.
2. It describes conducting orientation sessions to define roles, set expectations, and anticipate problems. The pre-service teacher feels enlightened about rules and able to accomplish needed tasks through the orientation.
3. The pre-service teacher reflects that teaching requires ensuring students learn and develop, which can be challenging but rewarding. Though still learning, orientation has prepared them to teach and make a difference in students' lives.
1. The document discusses the importance of mentoring for teachers. It defines a mentor as a wise and trusted counselor. A mentor provides both personal and professional support that goes beyond advising.
2. It then lists eight qualities of a great teacher mentor: respect, listening, challenging mentees to grow, collaboration, celebration, honesty, providing a safe space, and empathy. These qualities help mentors support new teachers and strengthen the mentor-mentee relationship.
This document discusses training and development. It defines training as seeking to improve an individual's job skills and abilities through relatively permanent changes, while development focuses more on preparing employees for future roles and improving personal skills.
The document outlines differences between training and development, including that training has a shorter term perspective focused on specific job skills, while development has a longer term perspective aimed at personal growth. It also discusses the training process, including need analysis, objective setting, method design, implementation, and evaluation. Adult learning styles and barriers to learning are addressed. The roles of trainers as facilitators, presenters, and coaches are examined.
Trainers should follow proper etiquette to ensure training sessions are smooth and memorable. This includes being punctual, dressing appropriately, and maintaining a respectful attitude. Trainers should greet participants, learn their names, listen without interrupting, appreciate different opinions, and remain impartial. They should also avoid jokes at participants' expense, speaking in languages not all understand, getting too close physically, and using sessions to promote products. Following these etiquette guidelines allows trainers to disseminate knowledge effectively and serve as role models.
The document discusses the evolution of leadership theories from the "great man" theory of the 1900s to more modern situational theories. It outlines several leadership theories that emerged over time, including trait theory, the managerial grid model, contingency theory, and excellence theories. The theories examine what traits or behaviors make effective leaders and how the situation and followers impact leadership approaches.
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
1. The document outlines the tasks and expectations for a pre-service teacher's practicum orientation. It includes completing a responsibility matrix, feeling excited about the practicum site, and preparing tools related to knowledge, attitude, skills, and habits (KASH) for teaching.
2. It describes conducting orientation sessions to define roles, set expectations, and anticipate problems. The pre-service teacher feels enlightened about rules and able to accomplish needed tasks through the orientation.
3. The pre-service teacher reflects that teaching requires ensuring students learn and develop, which can be challenging but rewarding. Though still learning, orientation has prepared them to teach and make a difference in students' lives.
Direct instruction is an explicit teaching method that involves clearly explaining concepts in small steps, demonstrating skills, and checking for student understanding along the way. It is most effective for teaching basic skills and facts through a step-by-step process. For direct instruction to be successful, the teacher must maintain classroom control, focus on academics, carefully choose and clearly present tasks, and continuously diagnose student progress. Conceptual change and constructivist approaches focus on students developing their own understanding by building on and challenging their prior knowledge through open-ended learning experiences.
This document is an introduction to a training manual for facilitation skills. It was created by the Sustainable Comprehensive Responses for Vulnerable Children and their families (SCORE) project to provide social workers, teachers and other educators with techniques and skills to effectively engage and inspire participants. The manual covers objectives of facilitation skills training, an introduction, the role of a facilitator, skills of good facilitators, preparing for facilitation, managing challenges, facilitation techniques and tools, and evaluating sessions. The goal is to equip facilitators with the abilities needed to keep participants energized, attentive and engaged in order to inspire learning and behavior change.
The document provides guidance for educators on organizing their classroom and teaching plans. It emphasizes the importance of preparation, understanding students, and creating a positive learning environment. Key points include:
1) Educators should focus on organization, preparation, and creating a dynamic learning environment to facilitate student learning. This involves knowing the subject matter, identifying necessary materials, and setting the tone on the first day.
2) Understanding individual students through profiles and discussions helps tailor instruction and promote motivation. Factors like age, gender, ethnicity, and interests should inform how information is presented.
3) The physical classroom environment, including seating, lighting, supplies, and policies, should be optimized to engage students and allow for varied
Learning strategy training teaches language learners techniques to improve their learning. It focuses on what successful language learners do naturally, such as guessing meanings from context and actively practicing speech. Teachers show students strategies like advanced organization, where they preview materials by skimming titles and paragraphs to improve reading speed and comprehension. Strategies are categorized as metacognitive, cognitive, or social/affective. Cooperative learning involves students working in groups to learn from each other. When properly implemented with clear roles and accountability, it can increase student learning compared to individual work. However, it requires time and careful planning by teachers to ensure students have the necessary skills to work effectively in groups.
A good trainer exhibits several key qualities: they link individual concepts to the bigger picture; facilitate active learning through hands-on activities; use creative approaches and variety to engage learners; demonstrate acceptance of different views; see the big picture while breaking it down; motivate learning through encouragement and support; and create a safe and organized environment. Learning thrives when trainers exhibit patience, simplify concepts, encourage active and creative learning, accept diverse views, provide motivation and organization, and foster a safe space.
The document discusses various participatory training techniques for adult learners. It outlines that training aims to develop skills, knowledge, and attitudes to enable better job performance. Adult learners are self-directed, rely on prior experience, and learn best through hands-on activities. Effective trainers plan thoroughly, involve learners, and use a variety of techniques including lectures, discussions, role-playing and exercises. Selection of techniques depends on objectives, time constraints, and facilitating an engaging learning environment.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
The document is a self-evaluation form for the Lakeport Unified School District Board. It contains 69 questions about board member conduct, meeting structure, community involvement, budgeting, facilities, professional development, and priorities. The board members respond whether each statement is met with "yes" or "no" and can provide comments or proposed actions for items marked "no". The evaluation covers preparation for and conduct during meetings, focus on student achievement, budget oversight, advocacy, and distinguishing administrative and governance roles.
The document summarizes the results of a questionnaire given to audiences after viewing a 2-minute movie opening. It received overwhelmingly positive feedback:
- 100% thought the genre was horror, which was the intended genre.
- 100% thought the opening was realistic and the sound effects/music were appropriate.
- The majority thought the camerawork and setting matched the genre.
- Most respondents wanted to see more of the movie and would see it straight away in theaters.
- Television ads and social media were seen as the best ways to advertise the film.
- Wykidd Song has over 20 years of experience in the fashion industry as a designer, creative director, and brand owner. He has experience designing womenswear, menswear, accessories, and more.
- He has worked for international brands like Anagram and also co-founded his own brands like Song+Kelly and WK Design Studio where he led design teams. Some of his clients included airports, hotels, and other corporations.
- His strengths include developing contemporary collections and managing teams of up to 30 staff. He takes pride in the entire design process from concept to production to marketing.
Los Minions son pequeñas criaturas amarillas que han existido desde el principio de los tiempos y cuyo único propósito es servir al villano más despreciable de la historia. Les encantan las frutas, especialmente las bananas, y tienen diferentes características físicas como el pelo, los ojos y la estatura.
The document provides details about Ryan L. Foster, including his contact information, certifications, skills and experience as a crane operator. It lists that he has over 10 years of experience operating various brands of cranes, including tower cranes, lattice boom cranes and friction cranes. It also outlines his qualifications and past work history with several companies where he has performed tasks like lifting structures, setting steel and operating cranes on construction sites.
Mr. P. Mareeswaran is seeking a position that allows him to utilize his technical and leadership skills. He has over 7 years of experience in design engineering roles. He holds a B.E. in Production Engineering and has worked on projects for companies like Mahindra, Cyient, Rane TRW Steering Systems, and Electromags Automotive. His responsibilities have included design, modeling, analysis, project management, and customer support. He is proficient in CATIA and other engineering tools. He aims to make contributions and help organizations grow through his technical abilities and people skills.
Megan Southwood is an early childhood teacher with experience teaching preschool through grade 1. She has strong skills in curriculum development, planning, classroom management, and building relationships with children and parents. Her employment history includes positions at Grace Garden International Kindergarten, Heatherbank Farmschool, Children's World Playschool, and Walmer Methodist Church. She has a Bachelor of Education degree from Unisa and references available upon request.
Jose Octavio Rivas has over 15 years of experience as a physics and engineering instructor. He currently teaches at Lennox Math, Science and Technology Academy, where he also mentors engineering teams and serves as the science department chair. He holds a B.Sc. in Mechanical Engineering and M.A. in Secondary Education. Rivas has received several awards for his innovative teaching practices and dedication to inspiring students in STEM fields.
CSC Services Guide to Polyurea in Power StationsCSC SERVICES
CSC Services are a specialist contractor providing cost effective, high performance cleaning, concrete repair, specialist coatings and leak sealing solutions to the power industry. This presentation introduces Polyurea - an innovative surface protection technology that has many versatile uses. Its fast curing time means minimum disruption to services.
The document provides an overview of radio technology and public relations. It discusses how radio works by modulating radio waves to transmit information through antennas. It then outlines the history and evolving terminology around radio, from "wireless" to "radio." The document also discusses the objectives and methodology of a project on public relations for a radio station. Specifically, it aims to understand the meaning and scope of public relations, the history and workings of radio, and gain knowledge about the media industry and role of radio. Primary and secondary data collection methods are identified. Finally, it introduces public relations by defining its goals of creating goodwill and maintaining an organization's reputation through two-way communication between the public and organization.
The document provides a summary of Amr Kamal's education, experience, skills, and tools related to user experience design. It lists that he has a BSc in Mechanical Production Engineering from Helwan University, and is a senior product designer at Eventtus leading their UX design process. It also outlines his previous experience in UX and visual design roles at companies like FP7/CAI, A15, and Futech Systems. His skills include design sprints, prototyping, information architecture, and usability testing tools like Sketch, Adobe XD, and InVision.
This document discusses the importance of building positive relationships between colleagues in the workplace. It notes that developing strong relationships with coworkers can improve work life, but also that it takes effort to get along with everyone. The document then outlines some of the main responsibilities of school heads and teachers in ensuring a positive school environment and relationships between staff. It provides tips for both positively and negatively impacting relationships at work. Finally, it stresses that in order to improve morale and climate, changes need commitment from all stakeholders in a school community.
From your reflective blogs throughout the semester think about the.docxshericehewat
From your reflective blogs throughout the semester think about the content that was most impactful. You will write one reflective commentary which will include an overview of what you learned. The paper should be approximately 3 pages.
· Introduction—An overview of your paper’s layout (typically one paragraph)
· Overview- Synthesize key concepts that spoke to you covered in the chapters and lectures (not a chapter by chapter synopsis—just overview and integrate key concepts that you covered within
your blogs). (NO MORE THAN ONE PAGE)
· Lessons Learned—What key take away did you gain from this course through the self-
assessments and the discussion board? What best practices did you learn about that you hope to
exercise? What did the self-assessments teach you about yourself?
· Personal Action Plan—How will you apply what you learned from this course? What are your
strengths and weaknesses and how will you work to improve your managerial skills?
The overview and impact section should draw upon what you have learned thus far in the course. It will be helpful to review the chapters before completing this assignment and jot down key take always from lectures and blogs. Your personal action plan should include specific things you will do and work on as a management professional. You should include at least 3 actionable items that you will address over the next year.
MGMT 303: Grading Rubric for Reflective Commentary
Criteria Unacceptable Developing Competent Exemplary
1.Introduction (5 pts)
Content is absent or no clear direction
In part, content lacks full development and direction
Provides descriptive information with supportive structure
Clearly outlines the paper and provides clear direction for reader.
2. Overview of Content (10pts)
Content is absent or understanding of the concepts are not apparent
Attempts to demonstrate understanding of the concepts, but aspects are confused or underdeveloped
Exercises basic analytical skills in determining the key change concepts
Aptly synthesizes the concepts of management; uses high level critical analysis skills supported with convincing arguments
3. Lesson Learned (10pts)
Content is absent or does not address the issues at hand
Identifies, the application of methodologies in practice; analysis is incomplete or unsubstantiated
Thoroughly identifies and compares the application of methodologies in practice; reasoning is defensible
Exhaustively Identifies, compares, contrasts the application of methodologies in practice; exercises critical reflection and conducts comprehensive analysis
4. Personal Action Plan (10pts)
Content is absent or information does not demonstrate understanding of the subject area and no application
Discussion is incomplete; there is limited analytical support for proposed personal action to be taken
Thoughts and ideas are clearly expressed and represent reasonable plan of action
Presents clear and definitive managerial approaches that represen ...
The document discusses the key roles and responsibilities of school principals as instructional leaders. It outlines three dimensions of instructional leadership: providing a sense of purpose by communicating and implementing the school's mission and values; safeguarding learning through supervision, evaluation, and monitoring of teachers and students; and setting a positive school climate and standards for learning. Effective instructional leadership requires defining school goals, developing stakeholders, and promoting a supportive school environment. The document also provides best practices for principals to work with school personnel, lead instructional improvements, and develop impactful relationships that motivate staff and students.
Direct instruction is an explicit teaching method that involves clearly explaining concepts in small steps, demonstrating skills, and checking for student understanding along the way. It is most effective for teaching basic skills and facts through a step-by-step process. For direct instruction to be successful, the teacher must maintain classroom control, focus on academics, carefully choose and clearly present tasks, and continuously diagnose student progress. Conceptual change and constructivist approaches focus on students developing their own understanding by building on and challenging their prior knowledge through open-ended learning experiences.
This document is an introduction to a training manual for facilitation skills. It was created by the Sustainable Comprehensive Responses for Vulnerable Children and their families (SCORE) project to provide social workers, teachers and other educators with techniques and skills to effectively engage and inspire participants. The manual covers objectives of facilitation skills training, an introduction, the role of a facilitator, skills of good facilitators, preparing for facilitation, managing challenges, facilitation techniques and tools, and evaluating sessions. The goal is to equip facilitators with the abilities needed to keep participants energized, attentive and engaged in order to inspire learning and behavior change.
The document provides guidance for educators on organizing their classroom and teaching plans. It emphasizes the importance of preparation, understanding students, and creating a positive learning environment. Key points include:
1) Educators should focus on organization, preparation, and creating a dynamic learning environment to facilitate student learning. This involves knowing the subject matter, identifying necessary materials, and setting the tone on the first day.
2) Understanding individual students through profiles and discussions helps tailor instruction and promote motivation. Factors like age, gender, ethnicity, and interests should inform how information is presented.
3) The physical classroom environment, including seating, lighting, supplies, and policies, should be optimized to engage students and allow for varied
Learning strategy training teaches language learners techniques to improve their learning. It focuses on what successful language learners do naturally, such as guessing meanings from context and actively practicing speech. Teachers show students strategies like advanced organization, where they preview materials by skimming titles and paragraphs to improve reading speed and comprehension. Strategies are categorized as metacognitive, cognitive, or social/affective. Cooperative learning involves students working in groups to learn from each other. When properly implemented with clear roles and accountability, it can increase student learning compared to individual work. However, it requires time and careful planning by teachers to ensure students have the necessary skills to work effectively in groups.
A good trainer exhibits several key qualities: they link individual concepts to the bigger picture; facilitate active learning through hands-on activities; use creative approaches and variety to engage learners; demonstrate acceptance of different views; see the big picture while breaking it down; motivate learning through encouragement and support; and create a safe and organized environment. Learning thrives when trainers exhibit patience, simplify concepts, encourage active and creative learning, accept diverse views, provide motivation and organization, and foster a safe space.
The document discusses various participatory training techniques for adult learners. It outlines that training aims to develop skills, knowledge, and attitudes to enable better job performance. Adult learners are self-directed, rely on prior experience, and learn best through hands-on activities. Effective trainers plan thoroughly, involve learners, and use a variety of techniques including lectures, discussions, role-playing and exercises. Selection of techniques depends on objectives, time constraints, and facilitating an engaging learning environment.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
The document is a self-evaluation form for the Lakeport Unified School District Board. It contains 69 questions about board member conduct, meeting structure, community involvement, budgeting, facilities, professional development, and priorities. The board members respond whether each statement is met with "yes" or "no" and can provide comments or proposed actions for items marked "no". The evaluation covers preparation for and conduct during meetings, focus on student achievement, budget oversight, advocacy, and distinguishing administrative and governance roles.
The document summarizes the results of a questionnaire given to audiences after viewing a 2-minute movie opening. It received overwhelmingly positive feedback:
- 100% thought the genre was horror, which was the intended genre.
- 100% thought the opening was realistic and the sound effects/music were appropriate.
- The majority thought the camerawork and setting matched the genre.
- Most respondents wanted to see more of the movie and would see it straight away in theaters.
- Television ads and social media were seen as the best ways to advertise the film.
- Wykidd Song has over 20 years of experience in the fashion industry as a designer, creative director, and brand owner. He has experience designing womenswear, menswear, accessories, and more.
- He has worked for international brands like Anagram and also co-founded his own brands like Song+Kelly and WK Design Studio where he led design teams. Some of his clients included airports, hotels, and other corporations.
- His strengths include developing contemporary collections and managing teams of up to 30 staff. He takes pride in the entire design process from concept to production to marketing.
Los Minions son pequeñas criaturas amarillas que han existido desde el principio de los tiempos y cuyo único propósito es servir al villano más despreciable de la historia. Les encantan las frutas, especialmente las bananas, y tienen diferentes características físicas como el pelo, los ojos y la estatura.
The document provides details about Ryan L. Foster, including his contact information, certifications, skills and experience as a crane operator. It lists that he has over 10 years of experience operating various brands of cranes, including tower cranes, lattice boom cranes and friction cranes. It also outlines his qualifications and past work history with several companies where he has performed tasks like lifting structures, setting steel and operating cranes on construction sites.
Mr. P. Mareeswaran is seeking a position that allows him to utilize his technical and leadership skills. He has over 7 years of experience in design engineering roles. He holds a B.E. in Production Engineering and has worked on projects for companies like Mahindra, Cyient, Rane TRW Steering Systems, and Electromags Automotive. His responsibilities have included design, modeling, analysis, project management, and customer support. He is proficient in CATIA and other engineering tools. He aims to make contributions and help organizations grow through his technical abilities and people skills.
Megan Southwood is an early childhood teacher with experience teaching preschool through grade 1. She has strong skills in curriculum development, planning, classroom management, and building relationships with children and parents. Her employment history includes positions at Grace Garden International Kindergarten, Heatherbank Farmschool, Children's World Playschool, and Walmer Methodist Church. She has a Bachelor of Education degree from Unisa and references available upon request.
Jose Octavio Rivas has over 15 years of experience as a physics and engineering instructor. He currently teaches at Lennox Math, Science and Technology Academy, where he also mentors engineering teams and serves as the science department chair. He holds a B.Sc. in Mechanical Engineering and M.A. in Secondary Education. Rivas has received several awards for his innovative teaching practices and dedication to inspiring students in STEM fields.
CSC Services Guide to Polyurea in Power StationsCSC SERVICES
CSC Services are a specialist contractor providing cost effective, high performance cleaning, concrete repair, specialist coatings and leak sealing solutions to the power industry. This presentation introduces Polyurea - an innovative surface protection technology that has many versatile uses. Its fast curing time means minimum disruption to services.
The document provides an overview of radio technology and public relations. It discusses how radio works by modulating radio waves to transmit information through antennas. It then outlines the history and evolving terminology around radio, from "wireless" to "radio." The document also discusses the objectives and methodology of a project on public relations for a radio station. Specifically, it aims to understand the meaning and scope of public relations, the history and workings of radio, and gain knowledge about the media industry and role of radio. Primary and secondary data collection methods are identified. Finally, it introduces public relations by defining its goals of creating goodwill and maintaining an organization's reputation through two-way communication between the public and organization.
The document provides a summary of Amr Kamal's education, experience, skills, and tools related to user experience design. It lists that he has a BSc in Mechanical Production Engineering from Helwan University, and is a senior product designer at Eventtus leading their UX design process. It also outlines his previous experience in UX and visual design roles at companies like FP7/CAI, A15, and Futech Systems. His skills include design sprints, prototyping, information architecture, and usability testing tools like Sketch, Adobe XD, and InVision.
This document discusses the importance of building positive relationships between colleagues in the workplace. It notes that developing strong relationships with coworkers can improve work life, but also that it takes effort to get along with everyone. The document then outlines some of the main responsibilities of school heads and teachers in ensuring a positive school environment and relationships between staff. It provides tips for both positively and negatively impacting relationships at work. Finally, it stresses that in order to improve morale and climate, changes need commitment from all stakeholders in a school community.
From your reflective blogs throughout the semester think about the.docxshericehewat
From your reflective blogs throughout the semester think about the content that was most impactful. You will write one reflective commentary which will include an overview of what you learned. The paper should be approximately 3 pages.
· Introduction—An overview of your paper’s layout (typically one paragraph)
· Overview- Synthesize key concepts that spoke to you covered in the chapters and lectures (not a chapter by chapter synopsis—just overview and integrate key concepts that you covered within
your blogs). (NO MORE THAN ONE PAGE)
· Lessons Learned—What key take away did you gain from this course through the self-
assessments and the discussion board? What best practices did you learn about that you hope to
exercise? What did the self-assessments teach you about yourself?
· Personal Action Plan—How will you apply what you learned from this course? What are your
strengths and weaknesses and how will you work to improve your managerial skills?
The overview and impact section should draw upon what you have learned thus far in the course. It will be helpful to review the chapters before completing this assignment and jot down key take always from lectures and blogs. Your personal action plan should include specific things you will do and work on as a management professional. You should include at least 3 actionable items that you will address over the next year.
MGMT 303: Grading Rubric for Reflective Commentary
Criteria Unacceptable Developing Competent Exemplary
1.Introduction (5 pts)
Content is absent or no clear direction
In part, content lacks full development and direction
Provides descriptive information with supportive structure
Clearly outlines the paper and provides clear direction for reader.
2. Overview of Content (10pts)
Content is absent or understanding of the concepts are not apparent
Attempts to demonstrate understanding of the concepts, but aspects are confused or underdeveloped
Exercises basic analytical skills in determining the key change concepts
Aptly synthesizes the concepts of management; uses high level critical analysis skills supported with convincing arguments
3. Lesson Learned (10pts)
Content is absent or does not address the issues at hand
Identifies, the application of methodologies in practice; analysis is incomplete or unsubstantiated
Thoroughly identifies and compares the application of methodologies in practice; reasoning is defensible
Exhaustively Identifies, compares, contrasts the application of methodologies in practice; exercises critical reflection and conducts comprehensive analysis
4. Personal Action Plan (10pts)
Content is absent or information does not demonstrate understanding of the subject area and no application
Discussion is incomplete; there is limited analytical support for proposed personal action to be taken
Thoughts and ideas are clearly expressed and represent reasonable plan of action
Presents clear and definitive managerial approaches that represen ...
The document discusses the key roles and responsibilities of school principals as instructional leaders. It outlines three dimensions of instructional leadership: providing a sense of purpose by communicating and implementing the school's mission and values; safeguarding learning through supervision, evaluation, and monitoring of teachers and students; and setting a positive school climate and standards for learning. Effective instructional leadership requires defining school goals, developing stakeholders, and promoting a supportive school environment. The document also provides best practices for principals to work with school personnel, lead instructional improvements, and develop impactful relationships that motivate staff and students.
The document discusses the role of the principal in a professional learning community. It outlines that effective principals lead through shared vision and values rather than rules, involve teachers in decision making, provide training and support to teachers, model desired behaviors, and focus on achieving results. The principal must communicate the mission, vision, and goals daily, create collaborative structures centered around teaching and learning, and shape a culture that supports continuous learning for all.
peercoaching in education for professional growthBlessyCorpin1
Peer coaching involves colleagues providing feedback and support to help each other improve teaching practices. It can take place through confidential discussions where teachers reflect on their work, build new skills, and problem solve. Effective peer coaching requires establishing trust, learning how to give and receive feedback, setting goals for improvement, and creating an environment where teachers feel comfortable taking risks and learning from their peers.
The document discusses effective classroom management strategies. It describes The Balance Model, which emphasizes having clear expectations for student behavior, acknowledging appropriate behavior, and correcting inappropriate behavior. The core elements of successful learning are setting clear rules, acknowledging when students follow rules, and promptly addressing rule-breaking. The document also outlines 10 classroom management skills teachers can use, such as establishing expectations, giving instructions, waiting before responding, acknowledging positive behavior, and redirecting students to learning.
This document outlines strategies for classroom management. It begins with objectives around gaining knowledge of core competencies like managing relationships, students, and resources. It then describes an activity where teachers are grouped and given scenarios to discuss how they would handle situations involving disruptive students, equipment issues, or heated discussions. The document continues by explaining classroom rules setting, procedures, and prevention strategies. It provides tips for developing a positive approach including being fair, setting routines, and reducing student failure. Finally, it discusses how to address difficult situations by remaining calm, listening to student perspectives, and learning from the experiences.
This document discusses responding to inappropriate classroom behavior. It begins by outlining the objectives of reflecting on one's role in the classroom and gaining skills to respond to inappropriate behavior. It then discusses three models of classroom management: preventive, supportive, and corrective discipline. For preventive discipline, it suggests making lessons enjoyable, building learning communities, and establishing clear rules. Supportive discipline involves requesting good behavior and acknowledging it. Corrective discipline is based on behavior modification using reinforcement. The document provides steps for each model and emphasizes creating a positive learning environment.
The Essential Qualities of an Effective School Administrator and Supervisor.pptxJorgeTrinidad15
The document outlines 14 essential qualities of an effective school administrator and supervisor: 1) leadership, 2) effective communication, 3) generation of commitment, 4) social interaction, 5) persuasion, 6) empowering others, 7) assigning more tasks, 8) acting decisively, 9) managing risk, 10) priority management, 11) empathy and compassion, 12) flexibility, 13) humility, and 14) excellent problem-solving skills. The document also discusses the importance of an administrator's role and the impact of effective administration on the well-being of the school community.
A guide to instructional practice in teaching & learningKeithH66
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
Stephanie Fernandez-Cruz posted· · What are you good at- a.docxsusanschei
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
5 Days online Certificate Course on “STRATEGIES TO ADDRESS THE SOFT SKILL GAP” from 27-4-2020 to 1-5-2020.
Course Title: STRATEGIES TO ADDRESS THE SOFT SKILL GAP
Course Date: 27.4.2020 (Monday) to 1.5.2020 (Friday)
Course Objective: The objective of the course is to develop effective People skills and to become self-confident individuals by mastering inter-personal skills with a mature outlook to function effectively in different circumstances.
Course Content:
Day 5 (01.5.2020) Skills and Values
Course Instructor: Mr. T.Vishnupriyan,
Associate Editor and Assistant Professor,
IJASRW & The Central Law College, Salem.
This document outlines the basic principles and organization of a school guidance program. It discusses that guidance should serve all students, address their whole environment and specific needs, and provide continuous services. A guidance program should have trained personnel and specialists, methods to collect student information, and facilitate cooperation between the home, school and community. The document also describes different models for organizing guidance services at the elementary, high school, and college levels, including charts showing how guidance roles relate within the school administration.
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
This document outlines 20 habits and practices for lifelong servant leadership. It suggests developing habits to improve leadership over a lifetime through having an advisory board, taking responsibility, giving honest feedback, caring for others, teaching, empowering teams through consultation and the Socratic method, displaying humility, helping others, self-reflection, being open to criticism, believing that serving others leads to advancement, giving people the benefit of the doubt, and investing in people for the long term. The outline is meant to guide leadership development over an entire career rather than just short-term goals.
The document provides an overview of Randy Sprick's principles for classroom discipline in secondary education. It discusses establishing clear behavioral expectations and consequences, maintaining a positive learning environment, and motivating students by relating lessons to their interests and ensuring high rates of success. Key ideas include focusing attention on positive behaviors, addressing misbehaviors consistently and briefly, and enhancing student motivation by explaining how activities are useful and relating tasks to prior knowledge.
Similar to Principal Evaluation Questionnaire (20)
1. PART A
For the Evaluator: Dear evaluator Part A aims at understandingthe principal’spractices. Since it is an
evaluative form and we have identifiedthe preferredresponsesthusthe total scores wouldbe
identifyingthe principal’swhoare bestmatching the practices that Tcf CARP and our competency
model support. The reverse scoringitems are inductedinthis sectionto identifyfakingsince the
reverse scorers are also general statementsof some do behaviorsthat a principal can adopt but most
of themare directcontradictions to what CARP and the competence model donot support for
adopting thus making themthe red lightswhich wouldhelpin identifyinganyfaking at the part of the
principal.
Directions:
Dear participant, this questionnaire aimsat findingthe skillsand practices that you utilize inyour
dealingswithinyour work jurisdictionto getthrough your daily activitiesefficiently. ItisNot an
evaluationform so please do not try to give the Best possible answerinsteadtry to share the
response that is nearestpossible to how you actually deal while working at your school. Rate the
itemsfor yourselfby using the key provided:
1) Strongly Agree
2) Agree
3) Not sure
4) Disagree
5) Strongly Disagree
CommunicationItems
1. I accept the suggestionscomingfromthe membersof myteam.
2. I accept suggestionsof people whoare workingwithme.
3. I encourage staff workingunderme tocommunicate theirthoughtstome.
4. I give critical feedbackwhenthe situation demands.
5. I openlyacknowledge mymistakes.
6. I remainopentocritical feedbackfromothers.
7. I adapt myself inaccordance tothe people Iam interactingwith.
8. I initiate settlingof misunderstandingassoonas itarises.
9. I appreciate behaviorsthatI encourage.
10. In a conflictsituationIaskfor more detailsandclarification.
11. I don’tthinkitnecessarytotake feedbackfrompeopleworkingunderme toavoidbad
decisions.(Reverse)
12. I attemptto understandthe otherperson'sframe of reference.
13. I do notallowmystaff memberstodirectmy decisions.(Reverse)
14. My successdepictsinthe factthat my staff membersnevercrticise mydecisions.(Reverse)
(Please checkthe framingthough)
2. 15. The communicationgapbetweenthe principal andthe staff membersisnecessarytofostera
disciplinedenvironment.(Reverse)
SubScale Curriculum PlanningandInstructional Management:
1. I encourage use of research for learning.
2. I strictly follow the prescribed curriculum so that the students can achieve maximum marks.
(Reverse)
3. I encourage my staff to use different teaching techniques and instructional modes for delivering
knowledge to their optimum levels.
4. Teachers have the responsibility to strictly follow the book reading method for delivering the
maximum. (Reverse)
5. I keep myself updated with the latest teaching methods and instructional designs in practice.
6. I give my teachers the chance for designing their own instructional mode for delivering lessons.
7. I encourage my teachers to follow the traditional teaching methods. (Reverse)
8. I strictly observe that all the teachers follow the instructional mode that I advice them to keep a
cohesion in the instructional process. (Reverse)
9. Extra Curricular activities are an essential part of the student curriculum plan.
10. Principal should have the vision to systematically focus on the alignment of learning, teaching,
curriculum, instruction, and assessment to maximize studentlearning.
11. An academic session that embarks its end with both academic and non academic success for the
students is a well endowed educational year.
12. School success is all about the academic results that a principal can generate. (Reverse)
Ownershipand Valuesand Ethics
1. I believe in Tcf cause.
2. Integrityisthe mostimportantvalue fora principal toworkefficiently.
3. Tcf cause is the reason that motivates me to keep going on.
4. I believe I am a part of the TCF ideology.
5. I understand the importance of the education for development of a society.
6. I believe education is the only road to succeeding in the long run for our country.
7. I believe through education we can foster an informed and civic society.
8. I take integrity in my work.
9. Courage and conviction are the armor for a devoted principal.
10. The principal has the highest moral responsibility on their shoulders to act morally and ethically.
3. 11. It is no harm to put aside your moral responsibilities for some time to accomplish your
administrative goals. (Reverse)
12. Acting morally is dependent upon the situation one is dealing with. (Reverse)
13. Principal’s have the responsibility to foster an environment that helps students in growing into
caring and informed citizens.
14. One should not risk one’s security trying to negotiate with community members who are against
you and the cause of Tcf. (Reverse)
15. It should not be a principal’s responsibility to develop awareness among the community.
(Reverse)
16. Tcf aims at providing quality education to everyone without any discrimination.
Leadership
1. I collaborate with my team whenever there are some decisions to be made.
2. I like giving direction to people around me.
3. I understand the importance of local and international events in changing learning dimensions.
4. A leader should effectively communicate strategic valueof the vision to stakeholders and
senioraudiences.
5. I motivate my team members in times when they are losing motivation.
6. A leader should Serves as a role model in promotingteamwork and respect within bothinternal
and external teams
7. I agree to the significance of diversity.
8. Every community has different needs and they should be dealt accordingly.
9. A principal has the responsibility to create a positive working environment.
10. It is a principal’s duty to tackle with different communities according to their mindset.
11. It’s a principal’s job to understand the mindset of the community they are dealing with.
12. Speakswithgenuine convictionaboutthe highermeaningandpurpose of ourwork
13. In mostof the school situationsIpreferactingonmy decisions.(Reverse)
14. A principal shouldhave the mostimportantsayinall importantschool decisions. (Reverse)
15. Courage and Convictionare aprincipal’smostimportantskills.
CommunityRelations
1. Articulating TCF’s purpose to community is a priority job for the principals.
2. It is a principals job to actively respond to feedback of community
3. I keep a monitory eye on all the issues going around in community to actively address the impacts
they have on school.
4. 4. Community heads play a key role in developing a positive influence of the school.
5. A principal should have the wisdom to implements processes that empower parents/guardians and
all community stakeholders to make significant decisions.
6. It is the principal’s responsibility to device programs to involve community members in
developing school processes
7. Involvement of community members in school is the key to gain school success.
8. Community visits should be mandatory for all principals.
Problem Solving and Decision Making
1. A principal should have the capability to adapt according to a situation.
2. In a problem situation I focus on analysis and generation of possible solutions.
3. In a problem situation the first focus should be to identify the culprit. (Reverse)
4. A principal should seek out challenging opportunities that test his/her own skills and abilities
5. One should search outside the formal boundaries of organization for innovative ways to find
solutions to the problems
6. A principal should experiment and take risks, even when there is a chance of failure
7. I prioritize the issues that need more attention instead of going with the flow.
8. A principal should avoid experimenting new approaches to dealing with situations. (Reverse)
9. A principal’s major focus on work should be efficient handling of the administrative tasks not the
issues going around. (Reverse)
10. A principal has the responsibility to take right decisions at right time.
5. PART B
Dear Evaluator: Part B focuses on verifying and supporting if the principal’s are actually using
the practices that they show preference for in Part A. It comprises of everyday situations and
provides with four basic responses to every situation, the situation that best matches the preferred
criteria set by CARP and Competence Model will give the highest scores.
Directions
Assume you are involved in each of the following fifteen situations. Each situation has
four alternative actions you might initiate
Read each item carefully
Think about what you would do in each circumstance
Circle the letter of the alternative action choice you think most closely describes what
behaviour you would use in the situation presented
Circle only one choice
Circle a choice for each of the twelve situations. Don’t skip any
Move through the items quickly and stick with the first choice you make on each item.
Your first choice tends to be the most accurate one
Remember: Circle what you think you would do, not what you think you should do. The goal
is to evaluate what behaviours you actually use – not to get right answers. If there is no
alternative action that describes what you do in the situation, circle the item that most closely
resembles what you would do.
6. 1. Your staff has not been responding to your friendly conversation and obvious concern for
their welfare. Their performance is declining rapidly. You would:
a. Emphasize the use of the standard procedures and the necessity for task accomplishment
b. Make yourself available for discussion but do not push your involvement
c. Talk to them and then set goal objectives
d. Intentionally do not intervene
2. The observable performance of your team is increasing. You have been making sure that all
members are aware of their responsibilities and the standards expected. You would:
a. Engage in friendly exchange but continue to make sure that all members are aware of
their responsibilities and standards of performance
b. Take no definite action
c. Do what you can to make the team to feel important and involved
d. Emphasis the importance of deadlines and tasks
3. Members of your team are unable to solve a problem themselves. You have normally left
them alone. Group performance and interpersonal relationships have been good. You
would:
a. Involve the team and together engage in problem solving
b. Let the team work it out
c. Act quickly and firmly to correct and redirect
d. Encourage the group to work on the problem and be supportive
7. 4. You are considering a major change. Your staff has a fine record of accomplishment. They
respect the need for change. You would:
a. Allow team involvement in developing the change but not bee too directive
b. Announce changes and then implement them with close supervision
c. Allow the team to formulate its own direction
d. Incorporate team recommendations but direct the change yourself
5. The performance of your team has been dropping during the past few months. Staff have
been unconcerned with meeting objectives. They have continually needed reminding to do
their tasks on time. Redefining roles and responsibilities has helped in the past. You would:
a. Allow the team to formulate its own direction
b. Incorporate team recommendations but see that objectives are met
c. Redefine roles and responsibilities and sure
d. Allow team involvement in determining roles and responsibilities but not be too directive
6. You have stepped into an efficient run situation. The previous manager ran a tight ship. You
want to maintain a productive situation but would like to begin humanizing the environment.
You would:
a. Do what you can to make the team feel important and involved
b. Emphasize the importance of deadlines and tasks
c. Intentionally not intervene
d. Get them involved in decision making but see that objectives are met
8. 7. You are considering major changes in your organizational structure. Members of the team
have made suggestions about needing change. The team has been productive and
demonstrated flexibility in its day-to-day operations. You would:
a. Define the change and supervise carefully
b. Participate within the team in developing change but allow members to organise
implementation
c. Be willing to make changes as recommended but maintain control of implementation
d. Avoid confrontation, leave things alone
8. Team performance and interpersonal relationships are good. You feel somewhat insecure
about the lack of direction of the team. You would:
a. Leave the team alone
b. Discuss the situation with the team and then initiate necessary changes
c. Take steps to direct your staff towards working in a well defined manner
d. Be supportive in discussing the situation with the team but not too directive
9. You have been appointed to head up a task force that is far overdue in making requested
recommendations for change. The group is not clear about its goals. Attendance at sessions
has been poor and the meetings have turned into social gatherings. Potentially the group has
the talent necessary to help. You would:
a. Let the group work out its problems
b. Incorporate group recommendations but see the objectives are met
c. Redefine goals and supervise carefully
9. d. Allow group involvement in setting goals but not push your staff
10. Your staff, usually able to take responsibility, are not responding to your recent redefining of
standards. You would:
a. Allow team involvement in redefining standards but not take control
b. Redefine standards and supervise carefully
c. Avoid confrontation by not applying pressure, leave the situation alone
d. Incorporate team recommendations but see that new standards are met
11. You have been promoted to the position of principal. The previous principal was uninvolved
in the affairs of the staff and the staff has adequately handled its tasks and direction. Staff
inter-relationships are good. You would:
a. Take steps to direct staff towards working in a well defined manner
b. Involve staff in decision making and reinforcing good contributions
c. Discuss past performance with the team and then examine the need for new practices
d. Continue to leave the team alone
12. Recent information indicates some internal difficulties among staff. The team has a
remarkable record of accomplishment; members have effectively maintained long range
goals and have worked in harmony for the past year. You are qualified for the task. You
would:
a. Try out your solution with them and examine the need for new practices
b. Allow team members to work it out themselves
10. c. Act quickly and firmly to correct and redirect
d. Participate in discussion of the problem whilst providing support for the team members
13. You hear some rumors about the school being spread in the community which is adversely
impacting the student strength in the school. You:
a. Start student centered activities in schools to enhance student retention
b. Engage the community leaders in school to enhance the school outcomes
c. Talk to your administration about the problem
d. Wait for the right time to get the confusions cleared
14. You get to know that a group in your surrounding community is not in favor of your school
and is spreading negative messages about the school in the community. You would:
a) Meet up with community leaders and spread the positive message
b) One group wouldn’t matter a lot
c) Try to reach out the people and change their views
d) Ask the teachers to go out in community and talk to those people
15. In problem situation the first step is to:
a) Analyze the relevant information
b) Identifying possible causes
c) Finding out appropriate solutions for the resolution
d) All of the above
11. 16. A group of residents in your community is trying to influence you and get their children admitted into
the school while there are many more deserving. The best solution is to:
a) Request your administration to create room for the children of these people
b) Call a meeting with the influential community members and take up this issue
c) Call up those people and negotiate with them
d) Let their children take place in the school to avoid any conflicting situation
17. A group from community shows up and threatens (Verbally) you to stop propagating messages across
the community about education and Tcf cause. To deal with the situation:
a) You use negotiation skills to calm down the group and later on deal with the matter through
involvement of the influential people from community
b) Call the security and report those people
c) Accept whatever they are demanding and never try to get in conflict with them again
d) None of the responses makes sense
18. A conflict arises among the teachers over some teaching methodology. One group asserts that their
practice is better than the other group. You would:
a) Pay a visit to sessions of both groups and give them feedback about their preferred mode of
teaching
b) Hold a meeting and discuss the pros and cons of teaching styles of both groups and recommend
one style
c) Access both the styles with the knowledge at hand and decide it for the teachers which they
should follow
d) Make sure that the teachers follow traditional teaching practice and recommend them to stick to it