Race To The Top
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This document summarizes several pieces of education reform legislation in Michigan. It outlines plans to identify and turn around the lowest performing 5% of schools, raise the dropout age, and create alternative pathways for teacher certification. It discusses intervention models for failing schools, including state management. It also covers linking teacher evaluations to student achievement, expanding charter schools, and modifying high school graduation requirements for algebra and career technical courses.
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In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
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Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
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Presentation that discusses on how teachers elevate their professional career. Ideas for professional growth.
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This Power Point that was created to walk people through the steps of becoming a teacher in the state of Pennsylvania. Not only could this be informational for a new teacher, but also for those who are looking to move from their Level I certification to their Level II Certification.
Becoming a teacher
Describes what you need to do to become a teacher in the state of Pennsylvania. Could be used for new teachers as well as those who are taking classes to earn their Level II Certificate.
Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
Board of Regents Resolution Regarding Student Degree/Certificate Completion
Resolution passed by the Utah State Board of Regents outlining specific strategies to improve student completion of degrees and certificates at Utah public higher education institutions.
New York State Teacher Certification
New York State requires teachers to obtain certification in order to teach. There are two types of certifications - initial certification, which is entry-level, and professional certification, which is advanced-level. To obtain professional certification, teachers must complete a master's degree program, teach full-time for three years, complete a mentoring experience, and pass additional certification exams within five years of obtaining their initial certification. Teachers with professional certification must complete 175 hours of professional development every five years to maintain their certification.
Oct12 brtf webinardeck
The document contains recommendations from working groups on university funding, accountability, and governance. It recommends giving universities more autonomy over tuition rates while tying funding to performance metrics. It also suggests establishing flagship research universities and rewarding programs with high employment outcomes. Additional meetings are scheduled to further refine recommendations for submission to the governor.
Pgc ekeelepresentation laura candlin
The document discusses reforms to the UK's 14-19 curriculum. It aims to address issues like too many youth being NEET after school and employers finding graduates lack basic skills. Key reforms include raising the school leaving age to 18, revising qualifications like GCSEs and A-Levels, expanding apprenticeships and diplomas, and improving vocational options. The goals are to offer more pathways tailored to students' needs and help them develop skills for work or further education. While necessary, the reforms also bring challenges of increased workload and need for more resources.
SIG Webinar NC
The document discusses various models for school turnaround and improvement including definitions, requirements, and notes about each model. It provides information on:
1) Definitions of school turnaround and improvement from a book on the topic.
2) The requirements and options for the transformation, turnaround, restart, closure, whole school reform, and early childhood models. Notes are included to provide additional details on elements of each model.
3) Data on previous School Improvement Grant cohorts including number of schools awarded, funding amounts, and school types.
4) Details of the requirements for the upcoming Cohort IV grants including eligible schools, award amounts, and differences from previous cohorts.
Master of Business Administration in the Global Project and Operations Manage...
Master of Business Administration in the Global Project and Operations Manage...The Noyes Home For Children
This document provides information on a Master of Business Administration program with a concentration in Project and Operations Management. The 36-credit, 72-week program costs $12,564 total and prepares students for middle to upper level managerial positions requiring project management expertise. The program focuses on developing skills in areas like online communications, financial management, and business law to manage large-scale global organizations and projects effectively and efficiently. Graduation requires completing all courses with a grade of B or higher and an overall B average within 150% of program duration.NCLB/HQ
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
NCSSA | NCASA
The document provides recommendations from school superintendents statewide for supporting public schools if school closures due to the coronavirus are extended. It recommends: (1) providing advance notice of any extended closures to allow time for planning; (2) issuing uniform guidance on personnel issues like pay and leave; (3) suspending testing and accountability requirements and providing grading flexibility. It also recommends (4) providing flexible relief funding for mitigation costs and (5) greater policy flexibility around budgets, regulations and liability. If closures last through the school year, it recommends implementing previous steps and guidance from higher education on student impacts.
State update-webinar-series-2014-updated-august-8-2014
The document provides an update from the Indiana Department of Education including their priorities, recent legislative changes, and news. Some of the key points include:
1. The state board adopted new English/Language Arts and math standards in April 2014 aligned with college and career readiness standards as required by law.
2. Recent legislation allows excused absences for students participating in educational activities at the state fair, replaces some high school courses with dual credit options, and establishes an early learning pilot program.
3. Another new law defines and sets criteria for "adult high schools" to operate as charter schools serving non-traditional adult students.
Choose a Fast-Track and Competitive 12 Month Mba Program
Choose a Fast-Track and Competitive 12 Month Mba ProgramCTS College of Business and Computer Science Ltd
A globally recognized MBA will prepare a student better for a high-paying job and a fulfilling career. The curriculum is designed to build the skills of students. Students with a combination of theoretical and practical knowledge are well placed to meet the challenges in the management career. A fast-track management qualification with the desired specialization can take the career of a student to the next level. With exciting areas opening up, students can choose a specialization to get high-paying jobs. Recruiters and hiring managers are looking for candidates with an MBA in Oil and Gas Management.
General Guidelines for Master Teacher Promotion.pdf
This document provides guidelines for promotion to the position of Master Teacher. It outlines the basic qualifications required for Master Teacher I and Master Teacher II. It also lists the documents candidates must submit with their application. Finally, it provides clarification on how points are awarded for leadership, potential, and accomplishments. Candidates can earn points for activities like introducing new curriculum materials, serving as a subject coordinator, conducting educational research, and organizing community projects. A minimum number of points is required depending on the level of Master Teacher being applied for.
PEPSC combined.pdf
This document proposes new pathways and entry points for teacher licensure in North Carolina. It outlines 7 potential license levels from Apprentice to Advanced Teacher roles. For each level it describes the credentials and evidence needed to enter, maintain, and progress through the level. Supports like professional learning and compensation are also addressed. The goal is to create multiple options for teachers to demonstrate effectiveness and qualify for higher license levels and roles.
Leandro teacher work group draft recommendations
Draft priorities of the teacher work group of the NC Governor's Commission on Access to Sound Basic Education.
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Non-Profit Board Best Practices for Charter Schools, Robert Di Bacco [Presentation], Arizona Charter Schools Association.
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More from greg green
Sig plan ppt
The school district submitted a letter to the Michigan Department of Education in September 2010 committing to the Transformational school improvement model. This model requires replacing the principal, increasing learning assessments, extending the school day, and enhancing teacher and parent education. The school is required to submit a School Improvement Plan (SIP) to MDE by November 16th describing its improvement efforts. The SIP must include rational for the selected model, a plan to improve student, teacher, and parent learning across three pillars, and details on assessments, interventions, technology integration, and incentives to ensure all students succeed. If the plan is accepted, the school will receive state funds and monitoring to support reform plan implementation by the 2011-2012 school year.
Race to the top
The school district must commit to one of four school improvement models (transformational, turnaround, restart, or closure) by September 16th. A school improvement plan detailing the district's improvement efforts must be submitted to the state by November 16th. The plan must address learning, teacher education, and parent/family education. It must also include the rationale for the chosen model and financial commitments. A school improvement team will draft the plan, soliciting feedback before submitting a final draft to the state by November 10th for approval. The state will monitor approved plans and provide funding based on the plan's credibility and sustainability.
Race to the top
The school district must commit to one of four school improvement models (transformational, turnaround, restart, or closure) by September 16, 2010. It must then submit a school improvement plan (SIP) to the Michigan Department of Education (MDE) by November 16th describing the district's improvement efforts. The MDE will review the SIP and provide feedback by December 16th, and may require revisions or take over the school. The reform plans outlined in the SIP must be implemented by the 2011-2012 school year.
Writing outside of class97
This document provides tips for writing a research paper, including choosing a specific topic within your knowledge, developing a clear thesis, gathering supporting details from at least three credible sources, taking notes to avoid plagagiarism, considering opposing viewpoints, and organizing materials with note cards before writing draft paragraphs. The summary should focus on the key steps for writing a research paper as outlined in the document.
Winston churchill
Success does not define the end, failure does not spell doom: it is the perseverance to push forward despite setbacks that truly matters.
Tips on taking a vocabulary test97
A vocabulary test evaluates a student's ability to define key terms from their coursework by using vocabulary lists to study words that are bolded in textbooks and paying attention to grammar and word traps involving similar meanings or spellings. If unsure of a word during the test, students should try using it in a sentence, picturing where it was discussed before, or making an educated guess using word elements and associations to known words.
Tips on taking a short anwer test97
Short answer questions evaluate student understanding of concepts and are more subjective than other question types. Students should carefully read the question, underline key words, and break down long directions. Look for contextual clues from other questions and the size of answer spaces. Do not overanalyze, and think about what type of information the teacher wants - a term, number, comparison, description, etc. If unsure between answers, write both down with an explanation.
Tips on taking a fill in the blank97
Fill in the blank questions test students' recall of details, terms, dates, and people from a lesson. To answer these questions successfully, students should understand what each question is asking, look for clues in grammar, tense, and other questions, and consider the type of information the teacher wants, like a term, person, number or description. Students should also watch the length of blanks for clues and over-answer if unsure by writing multiple answers with explanations.
Tips for take home tests97
Take home tests are completed outside the classroom and are meant to measure a student's understanding of concepts as well as their ability to organize information. When writing answers, students should connect ideas from multiple sources like textbooks, notes, movies, and guest speakers. Students should avoid plagiarism by using citations and limiting direct quotes. It is important to proofread answers carefully and make copies of completed tests before submitting in case the original is lost or damaged. Students are advised to start the test early and not wait until the last minute to avoid rushing.
Tips for multiple choice tests
This document provides tips for doing well on multiple choice tests. It recommends working quickly through the test, reading each question only once and underlining key details. Students should guess the answer before looking at options and use strategies like process of elimination to rule out incorrect answers. Clue words in the question and answer can indicate the right choice, as can grammatical agreement between question and answer. Guessing is an acceptable strategy if mistakes are not penalized.
Tips for matching tests
Matching tests are effective for testing terms and definitions, people and contributions, and dates and events. The document provides tips for taking matching tests, such as reading directions carefully, reading the column with the longest phrases first to save time, doing easy questions first to reduce choices, and writing explanations in the margin for unsure answers.
Test tips for a math test97
The document provides several tips for taking math tests. It recommends practicing a variety of problems at different difficulty levels to learn methods. When practicing, students should try problems independently before checking answers. On tests, students should write down formulas and show all work, even if the final answer is wrong, to receive partial credit. Students should also estimate answers and check over tests to catch careless mistakes.
Taking a essay test97
The document provides tips for taking essay tests:
1) Read directions carefully to understand what is being asked and how many essays to answer. Write down all requirements and include as many details as possible.
2) Budget time between essays and don't spend too long on one question. Stick to facts rather than opinions. Write neatly for a higher grade.
3) Outline essays before writing. Partial credit may be given if you run out of time. Focus on one main idea per paragraph and proofread if time allows.
Taking a essay test
The document provides tips for taking essay tests:
1) Read directions carefully to understand what is being asked and how many essays to answer. Write down all requirements and include as many details as possible.
2) Budget time between essays and don't spend too long on one question. Stick to facts rather than opinions. Write neatly for a higher grade.
3) Outline essays before writing. Partial credit may be given if you run out of time. Focus on one main idea per paragraph and proofread if time allows.
Short answer tests97
This document provides tips for preparing for short answer tests. It recommends using flashcards to study key terms, dates, and concepts. Students should anticipate questions that may appear on the test and focus their studying on what the teacher emphasizes in class. Even if an answer is unknown, students should show their work or thoughts for possible partial credit, and revisit unclear questions later in case other answers provide clues.
Relaxation techniques97
The document discusses three relaxation techniques that students can use to reduce stress and anxiety. The first technique involves tensing and relaxing different muscle groups one at a time from head to toe. The second recommends positive self-talk and deep breathing before a test while visualizing being calm and prepared. The third has the student tense all muscles at once from head to toe before slowly relaxing each part of the body.
Reading comprehension strategies97
The document provides strategies to improve reading comprehension. It discusses using strategies like underlining key words, numbering main ideas, and not adding personal interpretations when reading standardized tests. For textbooks, it recommends understanding the typical organization with titles, introductions, chapter headings, illustrations, summaries, and objectives. Creative mapping and RAP strategies help recognize how information is organized and linked. Staying focused, eliminating distractions, and taking breaks can also improve reading comprehension.
Memory97
The document discusses various techniques for improving memory and recall of information. It explains that new information must be linked to existing knowledge in long-term memory in order to be remembered. Specific techniques mentioned include using mnemonics to remember lists through creative word associations, summarizing information to reduce it to main topics and ideas, reciting information aloud or on recordings, and using colors and visual aids to better organize and retain information.
Managing study time97
There are three components to organizing a student's schedule: monthly, weekly, and daily. The monthly calendar shows all assignments, activities, work, and commitments. The weekly calendar shows important in-school and out-of-school events. The daily schedule lists the day's most important activities and events. Planning these three levels of scheduling helps students manage their time effectively.
In class writing assignments97
For in-class writing assignments, it is important to ask the teacher about grading policies and rules beforehand. Students should read directions carefully, budget time among questions, and start with easier topics. When writing, pick a title, outline main ideas and supporting details, write paragraphs methodically with at least three sentences and examples per paragraph, and check over answers once complete.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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