This document outlines the shifts a Quaker school in Washington DC has undergone to strengthen its commitment to community engagement and service learning. It hired a new employee to focus on global education and service learning. Over time it implemented several new programs including 4th grade electives with a literacy, food, or social justice focus involving community partners, a 6th grade food justice study, a middle school garden, and a 9th grade ethical leadership course. It also enhanced existing programs like the 7th/8th grade orientation through research projects and panels. Challenges included coordination, scheduling, and maintaining consistency as priorities and leadership changed. Opportunities included engaging students, alumni, and developing academic research on social justice topics.
Workshop with Teachers: Global Citizenship Education Dina Desveaux
The following presentation is a sample workshop I developed for teachers-in-training. Topics: children's rights, global citizenship education and rights-respecting schools. There are links to videos that offer inspiration & hope for teachers and youth.
Positive Behavior Support Work: Expect Respect at the High School Level ohedconnectforsuccess
Positive Behavior Support Work: Expect Respect at the High School Level
June 27, 9 – 10am, Room: Madison
Staff and students at Waterford High School have embraced and cultivated the concept of ""Expect Respect"" in order to establish a climate that encourages appropriate behavior and supports academic success. Presenters will share specific examples of activities used throughout the last eight years to promote the goals of the program. Attendees will be encouraged to explore avenues by which the precepts of Positive Behavior Support (PBS) can be adapted.
Main Presenter: Suellen Coleman, Waterford High School
Co-Presenter(s): Deana Dye, Kelly Miller, Randy Shrider and Tom Simms, Wolf Creek Local Schools
Workshop with Teachers: Global Citizenship Education Dina Desveaux
The following presentation is a sample workshop I developed for teachers-in-training. Topics: children's rights, global citizenship education and rights-respecting schools. There are links to videos that offer inspiration & hope for teachers and youth.
Positive Behavior Support Work: Expect Respect at the High School Level ohedconnectforsuccess
Positive Behavior Support Work: Expect Respect at the High School Level
June 27, 9 – 10am, Room: Madison
Staff and students at Waterford High School have embraced and cultivated the concept of ""Expect Respect"" in order to establish a climate that encourages appropriate behavior and supports academic success. Presenters will share specific examples of activities used throughout the last eight years to promote the goals of the program. Attendees will be encouraged to explore avenues by which the precepts of Positive Behavior Support (PBS) can be adapted.
Main Presenter: Suellen Coleman, Waterford High School
Co-Presenter(s): Deana Dye, Kelly Miller, Randy Shrider and Tom Simms, Wolf Creek Local Schools
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Citizenship Education for a Sustainable Futureemergeuwf
The citizen science initiative (CSI) is designed to provide service learning experiences to students participating in the STEM elementary education program during their science (SCE4310) and social studies (SSE4113) courses. Both courses highlight teaching social justice issues such as socio-scientific issues, citizen science, and environmental stewardship. Through weekly service learning opportunities, students will observe, learn, practice, and reflect on teaching social justice issues.
Integrative Portfolios for Social Change: Lessons Learned from the Community ...Seelio
A joint presentation between the University of Michigan School of Social Work and Seelio about how portfolios are being used as a tool in a capstone course to:
1) Think critically about community engagement in the classroom and the community;
2) Articulate their passions and commitments for social justice work;
3) Position themselves for social justice and social change in the real world.
Find a link to the webinar recording here: https://aaeebl.site-ym.com/default.asp?page=Seelio_2013
Building a Culture of Commitment in an Age of ComplianceRobert Mackey
The focus of this presentation is to help leaders better understand the role they play in creating strong, collaborative cultures in an era of burdensome governmental and bureaucratic oversight. A culture that can stay focused on the mission and vision of a school district and keep learning at high levels as the number one priority.
204. Who are you and what do you want? Creating Student Learning Profiles
All students benefit from the availability of a variety of methods and supports and an appropriate balance of challenge and success. I learn who my students are and what they want by developing student profiles. The profiles help me design instruction and support for students with varying abilities.
Presenter(s): Franchetta Beckford
Location: Auditorium III
Overview of Loyola University Chicago's presence at the 2014 Symposium of the International Association of Social Work with Groups (IASWG) in Calgary, Alberta, Canada.
Asia Society PGL2012--Matt Nink--Collaborative Leadershipmnink
We often hear about “collaborative leadership” and “partnerships” without really knowing what catalyzes them and makes them grow. In this workshop participants will interact, engage, define, and walk away with the seven qualities of a collaborative leader. The component parts of leadership can be taught and cultivated among students, colleagues, and community partners. As educational communities needs to do more will less, having a working foundation of collaborative leadership will help teachers and administrators thrive in the 21st century.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Citizenship Education for a Sustainable Futureemergeuwf
The citizen science initiative (CSI) is designed to provide service learning experiences to students participating in the STEM elementary education program during their science (SCE4310) and social studies (SSE4113) courses. Both courses highlight teaching social justice issues such as socio-scientific issues, citizen science, and environmental stewardship. Through weekly service learning opportunities, students will observe, learn, practice, and reflect on teaching social justice issues.
Integrative Portfolios for Social Change: Lessons Learned from the Community ...Seelio
A joint presentation between the University of Michigan School of Social Work and Seelio about how portfolios are being used as a tool in a capstone course to:
1) Think critically about community engagement in the classroom and the community;
2) Articulate their passions and commitments for social justice work;
3) Position themselves for social justice and social change in the real world.
Find a link to the webinar recording here: https://aaeebl.site-ym.com/default.asp?page=Seelio_2013
Building a Culture of Commitment in an Age of ComplianceRobert Mackey
The focus of this presentation is to help leaders better understand the role they play in creating strong, collaborative cultures in an era of burdensome governmental and bureaucratic oversight. A culture that can stay focused on the mission and vision of a school district and keep learning at high levels as the number one priority.
204. Who are you and what do you want? Creating Student Learning Profiles
All students benefit from the availability of a variety of methods and supports and an appropriate balance of challenge and success. I learn who my students are and what they want by developing student profiles. The profiles help me design instruction and support for students with varying abilities.
Presenter(s): Franchetta Beckford
Location: Auditorium III
Overview of Loyola University Chicago's presence at the 2014 Symposium of the International Association of Social Work with Groups (IASWG) in Calgary, Alberta, Canada.
Asia Society PGL2012--Matt Nink--Collaborative Leadershipmnink
We often hear about “collaborative leadership” and “partnerships” without really knowing what catalyzes them and makes them grow. In this workshop participants will interact, engage, define, and walk away with the seven qualities of a collaborative leader. The component parts of leadership can be taught and cultivated among students, colleagues, and community partners. As educational communities needs to do more will less, having a working foundation of collaborative leadership will help teachers and administrators thrive in the 21st century.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Teacher Leadership Vision StatementDear (Tina),In order t.docxmattinsonjanel
Teacher Leadership Vision Statement
Dear (Tina),
In order to further develop a community, much more a learning environment for children, one must be able to go beyond the ordinary. Teachers are made not only to teach but to lead as well. To make these teachers effective leaders, we ask the support of our colleagues, the school administration, our students and their parents, and most importantly, our stakeholders. On our end, we will do our best to maximize all our resources and services and capitalize on our strengths and assets in order to fulfill our roles as teachers, as well as to deliver to the school administration as well as to our dear stakeholders. You, as a stakeholder, have been identified as a credible partner of our organization in enriching children’s lives and furthering young skills and talents. As a stakeholder, we value your input in improving our services since the success of this process depends on your involvement at that of our other stakeholders’. As a partner working towards the betterment of our institution, together we must achieve the following:
· An enriching environment for learners to nurture their skills and further their development.
· A community of teachers and learners working towards one goal and reaching it through productive and plausible means.
· To lead with pride and purpose in order to encompass all forms of student development and improve student learning.
· A community where equality is valued; where one’s opportunities are not determined by his/her social status in life nor his/her physical condition.
· A community where one’s skills and talented can be nurtured and maximized to its full potential. I aim to discredit the notion that a student’s success is driven by his/her background, I want to be able to change that and support everyone regardless of his/her social background and status in life. One’s success should depend on the student’s willingness to learn and hone his/her skills, on the student’s determination to get the job done as excellently as possible, and on the student’s overall performance.
· A learning community where excellent ideas and strategies are exchanged between students and teachers, where problems are being solved collaboratively through consultations with expert colleagues.
· To inculcate values of optimism, collaboration, and innovation in our daily activities and work ethic to better inspire colleagues and students to work just the same.
· An education system where collaboration and freedom of professional inquiry are promoted; this will not all be of help to the students but to my colleagues as well.
· Lastly, I envision a life-giving learning community rooted in our core values of passion, equality, and determination guided by the mission to bring out each child’s potential.
All of these will be made possible if accompanied by unyielding support and active participation from the school administration, fellow teachers, students, as well as their parents. It is m ...
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
If you want to design social innovation curriculum, co-curriculum, or make the case for social innovation on your campus then the Commons is for you. This presentation gives an overview of our online professional development program for faculty and administrators working in changemaker education on campus. For more information visit www.ashokau.org/commons.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Overview on Edible Vaccine: Pros & Cons with Mechanism
PSPP 2019 - Seismic Shift - Lesley Younge
1. What Feels Like
Seismic Shifts
Moving the Needle
from Community Service
to Community Engagement
2. Prologue
We are a very old and established Quaker school in Washington DC. In 2011
the board approved a document called the Long Range Priorities. It called for
a few things but among them were a deeper commitment to global education
and service learning.
A committee of teachers was ultimately able to advocate for and hire an all
school employee who focused on global education and service learning. The
first task they hoped to undertake was a PK-12 service vision, scope, and
sequence that would integrated in the academic curriculum, as well as greater
coordination of and cooperation with existing community partnerships.
8. The road to success is messy...how do we stay
engaged for the long haul?
9. A Query: How do we stay engaged for the long haul?
● Commit to the Mission
● Collaborate with people who
energize you
● Conserve energy
● Celebrate the small steps
10. This is the school that
we signed up for and
that kids deserve.
Commit to the Mission
15. Eight Critical Service-Learning Recommendations
1. Create reciprocal partnerships.
2. Embrace community leaders and partners as co-educators.
3. Set aside purposeful times to participate in the social justice work.
4. Collaborate with students and faculty at other schools.
5. Weave relevant service learning into the curricula of academic classes.
6. Build a reflective component into the service learning curriculum.
7. Examine the role that diversity (socio-economic, racial, privileged mindsets,
etc.) plays.
8. Develop a social justice/service-learning faculty education component.
“The critical approach re-imagines the roles of community members, students, and faculty in the service-learning
experience. The goal, ultimately, is to deconstruct systems of power so the need for service and the inequalities that
create and sustain them are dismantled.” ~ Tania Mitchell
21. Implementation of 4th Grade Electives
● Previous grade level programming was classroom based and inconsistent
● Team found common learning times
● Fourth Graders regrouped and allowed to choose their “elective”
● Different pairings of co-teachers
● 3 Strands: Literacy Justice, Food Justice, Social Justice
● Includes group learning and discussion times + donation drives + off
campus work experiences
● In current iteration there is one community partner for all three strands;
grade visits twice a year on work related to their strand.
22. Growth of 6th Grade Food Justice Study
● Integrated with World Geography, Global Issues and Sustainability
Curriculum
● Partnership with DC Central Kitchen
○ Speaker
○ Turkey Drive
○ Gleaning
○ Future opportunities
● OxFam Hunger Banquet
● Global Village Overnight
● Literacy Connections: Seedfolks & The Boy Who Harnessed the Wind
● Seedling Project
25. Addition of ⅞ Service Orientation
● Service work is done in an advisory of 11-12 students
● Advisor chooses community partner and project
● Previous model was 4 days off campus - two fall and two spring
● Preparation was inconsistent
● Moved to 1 + 3 model
○ Service orientation + 1 service day back to back; two spring
dates
● Focus on Research, Relationship building, and Reflection
26. ● Deepen student experience and understanding
● Connect school to experience
● Broaden understanding of community
● Develop awareness of and connection to DC area activist
community
● Develop guiding questions for processing
● Activate citizenship, both local and global
● Help students perceive larger connections
⅞ Service Orientation Goals
27. ⅞ Service Orientation Schedule and Format
8:00 - 9:15 Opening MFW and Community Partner/DC Activist Panel in RLS
9:30 – 11:00 Advisory Research Projects
● 20 minutes – Activist Meet and Greet Icebreaker (Written by Teaching for Change)
● 40 minutes -– Research Question Development
● 30 minutes – Research and Preparation
11:00 – Lunch and break
11:45 – Presentation Preparation
12:30 – Presentations
1:30 - Written Reflection in Service Learning Journals and Meeting for Worship
PE at 1:50
30. Development of 9th Grade Ethical Leadership
Course
● Year-long 9th Grade course in Ethical Leadership and Decision-
Making replacing classic 9th grade studies.
● Organized around six units that are rooted in the Quaker testimonies
of Peace, Simplicity, Community, Equality, Sustainability and Integrity.
● Dedicated to exploring ethical leadership and what it means in the
dynamic lives of our students.
● Aims to help students acquire tools to navigate the decision-making
process and the challenges they face every day.
31. Development of 9th Grade Ethical Leadership
Course
Classes :
● 1) explored a variety of definitions and types of leadership
● 2) considered how decisions are made within frameworks of ethics and norms
● 3) reflected on the purpose of education and the history of educational
inequality in Washington D.C.
● 4) learned about the organization Kid Power and received an orientation on
how to work with and tutor 2nd graders from around the DC metro. All of our
students will work with the Kid Power program at least three times throughout
the course of the year.
32.
33. Challenges:
● All School Coordination and ownership of projects
● Scheduling and Departmentalization
● Faculty retention
● Consistency across divisional divides and differences
● Communication of previous communications
● Onboarding of new administration and faculty (and old)
● Changing priorities: New Heads, Accreditation & Strategic
Plans
● Other?
34. Opportunities:
● Student interest and awareness
● “Social Justice”
● Peer School engagement
● Alumni and Parent engagement
● Compelling academic research and publications
● New Heads, Accreditation, and Strategic Plans
● Other?
My son is impatient. He always says, Mommy it is taking a long time to get to the store. It’s taking a long time to get to Gavin’s house. It’s taking a long time. I tell him it’s okay if it takes a long time. It will be worth it. I don’t always know that it will be worth it, but I tell him this, and sometimes we have to give that same pep talk to
our
selves.
Don’t keep banging your head on the front door when the window might be open
The three elements most often
cited in the literature as points of departure in the two
approaches are 1) working to redistribute power
amongst all participants in the service-learning relationship,
2) developing authentic relationships in the
classroom and in the community, and 3) working from
a social change perspective.
