Quantified student eunis 2018
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Presentation of techno philosopher drs. Rens van der Vorst en techno sociologist drs. Roel Smabers about how to quantify students in Education. Practical examples of a student runkeeper app and how programmatic assessment and EPA's (entrustable professional activities can lead to a better educational framework
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Copyright © 2019 EarlyChildhoodEducation - All Rights Reserved.docx
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I'm a Teacher, not a Babysitter!: Professionalism in Early
Childhood
Natasha Crosby Kile, MS
April 17, 2018
Editor’s note: This text is an edited transcript of the webinar, I'm a Teacher, not a Babysitter!: Professionalism in Early Childhood, presented by
Natasha Crosby Kile, MS.
Learning Outcomes
After this course, participants will be able to:
List the four dimensions of professionalism in early childhood.
Explain who the early childhood professional is.
List characteristics of early childhood professionals.
Introduction and Overview
In the field of early childhood education, the topic of professionalism is of great importance. As ECE professionals, we need to make sure that
we're recognized for the valuable work that we do. Working with young children and their families is one of the hardest jobs that there is. It's
emotionally exhausting, and more often than not, challenging. It is extremely difficult to convey this importance to anyone who does not do
what we do for a living. As early childhood professionals, we must hold ourselves to a high standard if we want to change the way that we are
seen by society. Today, we are going to discuss the four dimensions of professionalism in early childhood education. Throughout our
discussion, we will also examine how to achieve these dimensions in order to reach a high standard of professional consideration.
Who is An Early Childhood Professional?
First of all, an early childhood professional is someone who has the personal characteristics, knowledge and skills necessary to provide
programs that facilitate children's learning. This seems like a simplistic definition. However, what we do, while it is difficult, it is also quite
simple. We are facilitators of an environment that allows children to learn and grow, to be safe, and to gather the skills and acquire the abilities
that they're going to need for later success.
Next, an early childhood professional is someone who has the ability to inform the public about child and family issues. We need to be able to
get out there and let people know why early childhood matters, so they are aware of what is so critical about those first five years. What we do
is important, and we need to be recognized for the important work that we do. It is vital that we are seen as professionals in our field.
An early childhood professional is someone who promotes high standards for themselves. We make sure that we're doing absolutely the best
that we can for young children. We following the NAEYC Code of Ethical Conduct, which we'll talk a little bit about later. We also hold our
colleagues to high standards, as well as our students. It's important that we hold ourselves and our colleagues to high standards, because
that's what our children deserve.
An early childhood professional is also someone who is continuously improving. We're always trying to expand our knowledge base, and
to hone our sk.
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Sarah Saint is a nursery manager with over 15 years of experience in early childhood education. She oversees a staff of 24 at a private day nursery, ensuring high quality care for children aged 3 months to 5 years. Her responsibilities include administrative duties, staff management, child assessments, training, and ensuring compliance with health and safety regulations. She feels her experience ascending the ranks from student to manager allows her to support her staff's development in a knowledgeable manner.
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This document discusses how schools can effectively communicate with parents, teachers, and students using technology. At the school level, technology allows communication about schedules, events, and reports. At the classroom level, teachers can share information about projects, homework, and field trips. At the student level, students and parents can access marks, progress, attendance, and behavior updates. The document encourages brainstorming the most effective communication methods within school communities and collecting input through an online wiki.
The ABCs of Progress Monitoring
This document discusses using technology for progress monitoring of young children. It begins by outlining the purpose and learning objectives, which are to understand why progress monitoring is important, how technology can help with progress monitoring, and how current technology uses can be leveraged. An overview is then provided of key progress monitoring concepts like the monitoring cycle and benefits. Examples are given of how checklists, activities, and software can capture performance data over time. Research shows that technology-based progress monitoring improves children's learning when implemented systematically. Considerations for implementation include establishing goals, inventorying technology, developing a monitoring calendar, and using data to inform instruction.
Keys2 work summaryfinal
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- Participants reported that the program is an excellent career exploration program and a great resource for students to understand how their skills match different careers
- Feedback on the program was overall positive, with some suggestions to improve the online training resources and make the student account activation process less complicated
Professional Development
This document discusses professional development for teachers. It covers several topics:
- The importance of professional development in helping teachers develop new skills and prevent burnout.
- How a teacher's stage in their career and personality traits can influence their approach to professional development. Teachers may be at stages of survival, consolidation, renewal or maturity. Personality is influenced by traits like novelty seeking, harm avoidance, and reward dependence.
- Mentoring is proposed as a professional development tool that can adapt to individual teacher needs and variables like schedule or personal rhythm. Online mentoring using Google Sites is suggested.
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The document discusses various initiatives at Germanna Community College to support veteran students, including hiring a full-time veteran counselor, creating a veterans center, tracking veteran student outcomes, and providing training to help veterans understand their education benefits. It notes that nearly 400 veterans are applying for benefits and the college works closely with the VA to process paperwork and prevent students from being dropped for non-payment. The college also aims to create a veterans center at its proposed new Stafford campus.
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Presentatie Quantifiedstudent Onderwijsdagen 2017 Rotterdam
Presentatie op de onderwijsdagen 2017 #owd17 over het quantifiedstudent.nl project door Rens van der Vorst en Roel Smabers over wat data kan betekenen voor het studiesucces van studenten. Het project is een initiatief van Fontys Hogescholen en Parantion.
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This document provides an overview of QualCampus, an education management software solution. It describes the various modules available in QualCampus that can help automate tasks and integrate different departments across educational institutions. Some of the key modules mentioned include student admission, fees collection, class management, attendance, library management, hostel management, CRM, inventory management, payroll, alumni management, and online learning. The document highlights how QualCampus can help save time, bring transparency, and help educational institutions make data-driven decisions.
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The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
Copyright © 2019 EarlyChildhoodEducation - All Rights Reserved.docx
Copyright © 2019 EarlyChildhoodEducation - All Rights Reserved
I'm a Teacher, not a Babysitter!: Professionalism in Early
Childhood
Natasha Crosby Kile, MS
April 17, 2018
Editor’s note: This text is an edited transcript of the webinar, I'm a Teacher, not a Babysitter!: Professionalism in Early Childhood, presented by
Natasha Crosby Kile, MS.
Learning Outcomes
After this course, participants will be able to:
List the four dimensions of professionalism in early childhood.
Explain who the early childhood professional is.
List characteristics of early childhood professionals.
Introduction and Overview
In the field of early childhood education, the topic of professionalism is of great importance. As ECE professionals, we need to make sure that
we're recognized for the valuable work that we do. Working with young children and their families is one of the hardest jobs that there is. It's
emotionally exhausting, and more often than not, challenging. It is extremely difficult to convey this importance to anyone who does not do
what we do for a living. As early childhood professionals, we must hold ourselves to a high standard if we want to change the way that we are
seen by society. Today, we are going to discuss the four dimensions of professionalism in early childhood education. Throughout our
discussion, we will also examine how to achieve these dimensions in order to reach a high standard of professional consideration.
Who is An Early Childhood Professional?
First of all, an early childhood professional is someone who has the personal characteristics, knowledge and skills necessary to provide
programs that facilitate children's learning. This seems like a simplistic definition. However, what we do, while it is difficult, it is also quite
simple. We are facilitators of an environment that allows children to learn and grow, to be safe, and to gather the skills and acquire the abilities
that they're going to need for later success.
Next, an early childhood professional is someone who has the ability to inform the public about child and family issues. We need to be able to
get out there and let people know why early childhood matters, so they are aware of what is so critical about those first five years. What we do
is important, and we need to be recognized for the important work that we do. It is vital that we are seen as professionals in our field.
An early childhood professional is someone who promotes high standards for themselves. We make sure that we're doing absolutely the best
that we can for young children. We following the NAEYC Code of Ethical Conduct, which we'll talk a little bit about later. We also hold our
colleagues to high standards, as well as our students. It's important that we hold ourselves and our colleagues to high standards, because
that's what our children deserve.
An early childhood professional is also someone who is continuously improving. We're always trying to expand our knowledge base, and
to hone our sk.
PRtI and PLC Presentation for AdvancEd
This document outlines Portage Northern High School's implementation of Professional Learning Communities (PLCs) and a Pyramid Response to Intervention (PRTI) model. It discusses how PLCs were used to analyze student data and identify struggling students, and how a multi-tiered PRTI model was developed to provide increasingly intensive academic and behavioral supports. Tier 1 interventions involve universal supports for all students. Struggling students receive Tier 2 interventions such as tutoring or re-teaching. Intensive Tier 3 interventions involve individualized support plans. The school also created an Academic Support Teacher role to monitor student progress and ensure fidelity of the PRTI process. Overall, the document shows how PLCs and PRTI
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Sarah Saint is a nursery manager with over 15 years of experience in early childhood education. She oversees a staff of 24 at a private day nursery, ensuring high quality care for children aged 3 months to 5 years. Her responsibilities include administrative duties, staff management, child assessments, training, and ensuring compliance with health and safety regulations. She feels her experience ascending the ranks from student to manager allows her to support her staff's development in a knowledgeable manner.
Getting Back To Work
RACC is an adult college in Richmond, Twickenham, and Parkshot that offers a wide variety of courses from office skills and business to IT, GCSEs, and art. They provide resources to help adults unlock their potential through learning. The document discusses competing with younger graduates, the financial benefits of education, studying with children, career planning including skills reviews and SWOT analyses, and getting guidance from RACC advisers.
How Do We Communicate?
This document discusses how schools can effectively communicate with parents, teachers, and students using technology. At the school level, technology allows communication about schedules, events, and reports. At the classroom level, teachers can share information about projects, homework, and field trips. At the student level, students and parents can access marks, progress, attendance, and behavior updates. The document encourages brainstorming the most effective communication methods within school communities and collecting input through an online wiki.
The ABCs of Progress Monitoring
This document discusses using technology for progress monitoring of young children. It begins by outlining the purpose and learning objectives, which are to understand why progress monitoring is important, how technology can help with progress monitoring, and how current technology uses can be leveraged. An overview is then provided of key progress monitoring concepts like the monitoring cycle and benefits. Examples are given of how checklists, activities, and software can capture performance data over time. Research shows that technology-based progress monitoring improves children's learning when implemented systematically. Considerations for implementation include establishing goals, inventorying technology, developing a monitoring calendar, and using data to inform instruction.
Keys2 work summaryfinal
- 22 participants completed an evaluation survey of the Keys2Work program
- Participants reported that the program is an excellent career exploration program and a great resource for students to understand how their skills match different careers
- Feedback on the program was overall positive, with some suggestions to improve the online training resources and make the student account activation process less complicated
Professional Development
This document discusses professional development for teachers. It covers several topics:
- The importance of professional development in helping teachers develop new skills and prevent burnout.
- How a teacher's stage in their career and personality traits can influence their approach to professional development. Teachers may be at stages of survival, consolidation, renewal or maturity. Personality is influenced by traits like novelty seeking, harm avoidance, and reward dependence.
- Mentoring is proposed as a professional development tool that can adapt to individual teacher needs and variables like schedule or personal rhythm. Online mentoring using Google Sites is suggested.
College board meeting march 20, 2014
The document discusses various initiatives at Germanna Community College to support veteran students, including hiring a full-time veteran counselor, creating a veterans center, tracking veteran student outcomes, and providing training to help veterans understand their education benefits. It notes that nearly 400 veterans are applying for benefits and the college works closely with the VA to process paperwork and prevent students from being dropped for non-payment. The college also aims to create a veterans center at its proposed new Stafford campus.
Similar to Quantified student eunis 2018 (20)
Thinking of Learners as Consumers – Can L&D deliver more than just Compliance...
Thinking of Learners as Consumers – Can L&D deliver more than just Compliance...
2017 Workshop for Indonesia Teachers on Embedded Literacy and Numeracy
2017 Workshop for Indonesia Teachers on Embedded Literacy and Numeracy
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Introducing QualCampus All-in-One Education ERP Management Software
Copyright © 2019 EarlyChildhoodEducation - All Rights Reserved.docx
Copyright © 2019 EarlyChildhoodEducation - All Rights Reserved.docx
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Quantified student eunis 2018
- 1. Allo, je suis Rens van der Vorst. L’interprete c’est marché, mais je ne parle pas… Curieux…
- 2. - PART OF OUR EDUCATION - NO SCIENTIFIC DISCUSSIONS - PRIVACY IS KEY - TRANSPARENT
- 3. NO BIG BROTHER BIG MOTHER!
- 16. Our educational Future? How we Quantify our students with educational Data Quantifiedstudent.nl
- 19. Medium Data: 3 Questions How to organize this in the Educational process: Programmatic Assessment + EPA’s 1 How do we get it easily without disrupting the Education process: Make it Easy 2 What can we give back to students and make it Quantifiable: Give Quantified feedback 3
- 20. 1: How to organize this Educational Wize… Programmatic Assessment + EPA’s
- 21. Grades do not give insight enough
- 22. Competences…
- 23. So if this is the case • Professionals have to meet higher standards; • They are allowed to make fewer and fewer mistakes • The courses are getting better • And we need the right qualified people faster and faster ...
- 24. So…What do we need A much sharper picture
- 25. How do we get EP’s? • Prof. Olle ten Cate EPA-expert • Prof. Cees van der Vleuten Programmatic Assessment
- 26. Entrustable Professional Activities How we (try to) ensure that our education leads to what we want… Redesign education to Enrustable Professional Activities • US National Library of Medicine National Institutes of Health Nuts and Bolts of Entrustable Professional Activities • https://www.ncbi.nlm.nih.gov/p mc/articles/PMC3613304/ Proffessor Dr. Olle ten Cate
- 27. 2: Make it easy
- 28. Record Education with smart Apps
- 31. 3: Visualize And give it straight, meaningfull and Quantified back to Student and Teacher
- 37. Cases: All Medical Universities in NL