This document provides an agenda and overview for a teacher orientation meeting. The meeting goals are to work towards meeting induction standards, engage in issues of equity and culturally responsive teaching, analyze program data to provide feedback, and prepare to grow professionally using the Continuum of Teaching Practice. The agenda includes reviewing responsibilities and logistics, participating in icebreaker activities, analyzing survey results from the previous year's program, discussing the Continuum of Teaching Practice, and providing closure and next steps.
Mendon Community Schools teacher induction programDouglas Gaertner
This document discusses developing and improving a teacher induction program. It begins by outlining the importance of induction programs and reviewing state standards. Key components of effective programs are then examined, including mentor selection and matching, support policies, and regular evaluation. The document concludes by proposing next steps to evaluate the current program and implement enhanced strategies using available state resources.
This document is a resume for Elias Fady Younes. It summarizes his work experience in customer service roles in the hospitality industry in Lebanon and Dubai over the past 7 years. Younes has worked as a sales executive, cashier, captain waiter, shift leader, and bartender at various restaurants and retail stores. He is proficient in Arabic, French, and English and has experience with Microsoft Office software and POS systems.
This document summarizes an orientation for participating teachers in their first year of the BTSA (Beginning Teacher Support and Assessment) induction program with the San Jose Unified School District. The orientation covered goals of working toward induction standards and culturally responsive teaching, responsibilities of participating teachers, connecting teacher preparation to the induction program, and program logistics. Teachers were introduced to the formative assessment process and resources they will use throughout the induction program.
The document provides an agenda for a classroom management training. It includes an introduction where attendees can introduce themselves and share what they hope to learn. The training then covers the components of a positive classroom behavior support plan including rules, procedures, consequences, and crisis plans. It discusses developing rules and procedures, teaching and reinforcing expectations, using positive and negative consequences, and having effective classroom management strategies. The document includes examples, videos, and activities for attendees to apply the concepts to their own classrooms.
The document outlines an agenda for a meeting to support new support providers in using mentoring tools and techniques to guide participating teachers in self-assessment, goal-setting, and identifying an area of focus for professional growth and inquiry using the Formative Assessment for California Teachers (FACT) system, which includes classroom observation, reflection, and analysis of teaching practice against the Continuum of Teaching Practice.
The document outlines classroom procedures and expectations for students, including how to enter and exit the classroom, line up, participate in discussions, and listen for directions. Key behaviors students should demonstrate include raising their hands to speak, following the teacher's instructions, and showing respect for others during class discussions and activities.
This document outlines an agenda for a meeting focused on deepening understanding of inquiry-based teaching. The goals of the meeting are to deepen knowledge of inquiry, understand how it connects to teaching standards, and develop compelling focus questions. The agenda includes reviewing the inquiry process, examining how inquiry impacts teaching practice, and developing focus questions that meet criteria like being focused on improving teaching and engaging. Teachers are guided to identify areas of strength and growth, choose an inquiry focus, and outline the academic content and assessments for their inquiry project.
This document provides an agenda and overview for a teacher orientation meeting. The meeting goals are to work towards meeting induction standards, engage in issues of equity and culturally responsive teaching, analyze program data to provide feedback, and prepare to grow professionally using the Continuum of Teaching Practice. The agenda includes reviewing responsibilities and logistics, participating in icebreaker activities, analyzing survey results from the previous year's program, discussing the Continuum of Teaching Practice, and providing closure and next steps.
Mendon Community Schools teacher induction programDouglas Gaertner
This document discusses developing and improving a teacher induction program. It begins by outlining the importance of induction programs and reviewing state standards. Key components of effective programs are then examined, including mentor selection and matching, support policies, and regular evaluation. The document concludes by proposing next steps to evaluate the current program and implement enhanced strategies using available state resources.
This document is a resume for Elias Fady Younes. It summarizes his work experience in customer service roles in the hospitality industry in Lebanon and Dubai over the past 7 years. Younes has worked as a sales executive, cashier, captain waiter, shift leader, and bartender at various restaurants and retail stores. He is proficient in Arabic, French, and English and has experience with Microsoft Office software and POS systems.
This document summarizes an orientation for participating teachers in their first year of the BTSA (Beginning Teacher Support and Assessment) induction program with the San Jose Unified School District. The orientation covered goals of working toward induction standards and culturally responsive teaching, responsibilities of participating teachers, connecting teacher preparation to the induction program, and program logistics. Teachers were introduced to the formative assessment process and resources they will use throughout the induction program.
The document provides an agenda for a classroom management training. It includes an introduction where attendees can introduce themselves and share what they hope to learn. The training then covers the components of a positive classroom behavior support plan including rules, procedures, consequences, and crisis plans. It discusses developing rules and procedures, teaching and reinforcing expectations, using positive and negative consequences, and having effective classroom management strategies. The document includes examples, videos, and activities for attendees to apply the concepts to their own classrooms.
The document outlines an agenda for a meeting to support new support providers in using mentoring tools and techniques to guide participating teachers in self-assessment, goal-setting, and identifying an area of focus for professional growth and inquiry using the Formative Assessment for California Teachers (FACT) system, which includes classroom observation, reflection, and analysis of teaching practice against the Continuum of Teaching Practice.
The document outlines classroom procedures and expectations for students, including how to enter and exit the classroom, line up, participate in discussions, and listen for directions. Key behaviors students should demonstrate include raising their hands to speak, following the teacher's instructions, and showing respect for others during class discussions and activities.
This document outlines an agenda for a meeting focused on deepening understanding of inquiry-based teaching. The goals of the meeting are to deepen knowledge of inquiry, understand how it connects to teaching standards, and develop compelling focus questions. The agenda includes reviewing the inquiry process, examining how inquiry impacts teaching practice, and developing focus questions that meet criteria like being focused on improving teaching and engaging. Teachers are guided to identify areas of strength and growth, choose an inquiry focus, and outline the academic content and assessments for their inquiry project.
Meghan Shank: How can we be better communication partners?Ursula Webhofer
The document provides an overview of a presentation on augmentative and alternative communication (AAC) intervention strategies for individuals with Rett Syndrome. It discusses the speaker's role in the Rett Clinic, ideal AAC intervention including communication targets and language functions. It also describes 7 communication partner training techniques being used in speech therapy and how their effectiveness is being measured. Sample treatment goals and strategies like aided language stimulation and core words are presented. Literacy instruction resources are also shared.
Balancing PostPartum Depression And Work – A Complete Overview
Maintaining a job and a career is an essential element that comprises a majority of people’s lives in the world. We work to provide for our family, make a difference in the world, or maybe because we love what we do and are so passionate about it.
Whatever it may be, work is integral to everyday life whether it is a summer job or life-long career postpartum depression and work.
That being said, transitioning and balancing work after becoming a new parent can be a delicate act and should be taken with a strong sense of self-awareness and support.
Parents face a new world of responsibilities after having a child and should be taken into serious consideration when getting back into work life. If not handled properly with a strong support system and an honest line of communication with family, friends, and work, postpartum mood disorders such as PPD can develop.
The majority of PPD cases usually arise within the first couple weeks to months after birth, but according to the Mayo Clinic it is not uncommon to affect a partner for up to a year to become a new parent.
With a long time period of PPD developing post-birth, being aware of the symptoms and navigating your entry back to work life is important in treating this condition effectively.
This article is aimed at bringing awareness into the world of how new parents transition back into work life and the role that PPD can play in doing so.
Impact of PostPartum Depression on Partners
As a new parent, a partner/father is responsible for supporting not just the newborn, but the mom as well, managing the household, and providing for their family through work. That can be a lot.
These new roles can be overwhelming and trigger stress, anxiety, and depression which can potentially turn into PPD. PPD affects up to 25% of partners within the first two months of becoming a parent.
This statistic alone is enough of a reason to be aware of the symptoms that PPD carry and how certain things in your daily life can manifest those feelings.
Having a strong support system and a heightened sense of awareness is a solid defence system for working through Postpartum depression, especially when starting to transition back into work.
Strategies for Balancing Postpartum Depression and Work
Now to get into the nitty gritty of navigating through Postpartum depression while maintaining a positive and healthy work life. These tactics can be beneficial in being able to create a strong support system, strengthening your self-awareness, being vulnerable, and developing effective routines and practices.
Self-care practices
Having a keen and powerful sense of self-awareness is one of the foundational pieces to understanding your feelings, emotions, trigger points, and well-being.
There are several practices for working on your self-awareness.
Journaling is very powerful in reflecting on and working through almost anything that comes up in life.
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...PsychoTech Services
Study smart! The most important topics for your IGNOU exam are in this document.
We analyzed the examination pattern for IGNOU’s PGDCFT and MSCCFT courses – taking into account every single question of every exam of every single subject to generate these very useful, high-quality insights. Forget about 10 years papers – study smart using FIHC’s IGNOU Exam Question Pattern!
DBT Kit - Support Group in a Box for DBT (Dialectical Behavior Therapy)Mo Goltz
The document describes the development of a "DBT KIT" to provide ongoing support for those completing dialectical behavioral therapy (DBT). Currently, most DBT programs end abruptly after a year with little follow-up support. This can lead to difficulties maintaining skills and increased risk of relapse. The DBT KIT aims to address this problem by creating an online and in-person hybrid support community. Key features include training and certification for peer facilitators, a standardized meeting agenda and skills reference, and connections to clinical support as needed. The goal is to empower former DBT patients to support each other long-term, while maintaining safety and quality standards.
Sample Booklet-Vocab Masters Of JamshedpurAmit Kumar
This Booklet Gives You A Preview Of Our Teaching Methodology, And The Science Behind Learning Through The Mnemonics & Visual Methods Followed At Word-A-Holic-Z.
Happy Learning !!
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
This document outlines two assignments for a course on process design. Part A involves completing a process design matrix comparing a service and product, and writing a 700-word executive summary identifying appropriate design approaches. Part B involves analyzing a company's supply chain and internal process through a 14-slide presentation, including describing the current process, identifying areas for improvement, and applying concepts to personal life. The document provides detailed instructions and grading criteria for both assignments.
The document discusses best practices for PowerPoint presentations based on recent research. It recommends including no more than six words per line and six lines per slide, using an appropriate font size, and not reading slides verbatim. The author plans to incorporate these practices when presenting their DNP project and teaching skills. Implementation of their depression screening project is progressing as planned with less staff resistance and increased screening rates. An unexpected benefit is that front desk staff now help patients schedule mental health appointments.
Project ENRICH Year 2 Synchronous Session 2Uncgsoe123
This document provides an agenda and overview for a synchronous professional development session on strengthening the teaching profession. It introduces the session leaders and establishes collaborative norms. The outcomes and agenda are then outlined, including reviewing mentoring tools, having a practice coaching conversation, learning to make thinking transparent, and analyzing the impact of language. Homework assignments are given to analyze a teaching vignette and create a presentation on teacher development stages. The session aims to develop skills for meaningful coaching conversations and establishing goals to support pre-service teachers.
Natural Language processing in the digital age & the impact on relationships ...Salema Veliu
The document discusses NLP (natural language processing) and its impact on relationships and leadership. It notes that emojis, text-speak, and communicating solely through images can replace carefully crafted sentences, potentially impacting how people connect daily. It emphasizes that language is important for connecting meaningfully with others, learning from their experiences, and impacting the challenges in our work and personal relationships, which make up most of our time. The document then introduces Acceptance and Commitment Therapy (ACT) as a way to manage relationships and ourselves more mindfully through acceptance of what we can't control and committing to values-based actions that enrich our lives.
This document outlines an agenda and materials for a mentor training session. It defines the mentor role as building relationships with mentees, assisting with professional development plans, providing weekly coaching, and documenting meetings. Coaching is defined as a development process to help individuals achieve goals through questions. Mentors will use logs and check-ins to support mentees and focus the first month on self-assessment, classroom observation, and work-life balance. Peer observations and optional online training are also mentioned.
This book contains five chapters which deals with the following topics: Report as a Form of Communication, The Structural Contents of a Report, Tables in a Report, Graphs and Charts Use in Reports and Log and Interrupted Scale. Statistical report writing is part of the curriculum of HND Statistics and First Degree Statistics. It is therefore necessary to have a book of this nature to help young researchers in this area of study (ie statistics) to get a guide in this course in other to know how to report their statistical findings. This book can also be very helpful to new (first time) researchers.
This document provides an overview of a handbook on research-based literacy practices for early childhood through adolescence. It includes an introduction by the author, Tokela Smith, who has a background in elementary and special education. The purpose is to provide educators with effective instructional strategies to promote literacy development for all students. The handbook covers defining literacy, components of a comprehensive literacy program, creating a literate classroom environment, and literacy coaching. The goal is to convey the importance of a comprehensive literacy program and provide knowledge and strategies to effectively implement such a program. Educators are invited to visit the author's classroom to observe examples of discussed components.
Plain Language 2.0 & Health Literacy: New Strategies for Better OutcomesRomina Marazzato Sparano
1. The document discusses health literacy and plain language strategies for improving health outcomes.
2. It defines health literacy and notes that there is room for improvement in individual skills, providers' skills, systems, and plain language use.
3. The document advocates digging deeper into plain language strategies, especially regarding textuality elements like grammar, cohesion, and coherence, as well as ensuring materials are adequate for the intended audience.
2) prepare for week 3 discussion of the needs analysis assignment ssusera34210
The document discusses a needs analysis project focused on expanding the curriculum of the HighScope preschool program to include lessons about cultural diversity and student differences. Specifically, the author proposes introducing a lesson plan within the first 30 days that brings awareness to students' differences in physical attributes like hair and skin.
The needs analysis will discuss the relevant learner characteristics of 3-4 year old preschoolers and the data that would be collected, including contextual analysis of potential barriers to learning, a task analysis to observe expert-level completion of the task, and identification of the current performance gap. The author will also select an appropriate learning theory to frame the project design and provide an example of its application.
This newsletter will provide coaching tips to improve the reader's day-to-day life with different topics covered each month. It will be sent out monthly to give readers time to implement the tips and see results, with occasional bonus newsletters sharing particularly good content. Subscribers will benefit from a structured action plan broken down step-by-step with explanations to help them make informed decisions and potentially help friends and family by sharing the newsletter.
Brandford and Kehler Cognitive Behavioural Therapy (CBT) PresentationShealeigh Brandford
Cognitive behavioural therapy (CBT) is an intervention strategy that can be used for students experiencing depression and anxiety. CBT helps students understand how their thoughts influence their feelings and behaviours through the CBT triangle model. As a targeted intervention, CBT gives students tools to identify negative thoughts and redirect them by replacing behaviours with coping skills. When using CBT as a universal intervention, teaching the CBT model benefits all students by allowing them to self-manage in stressful situations. Resources provided can help teachers implement CBT strategies.
Therapies To Break The Chains Of DisabilitiesBrandon Ridley
>> Sports-Related Concussions Among Canadians: The Risks And The Treatment
>> Can we help teachers help kids with dyslexia?
>> Dysarthria: Did You Know There Is Only One Treatment Option Available?
>> Autism Rates Are Escalating, Be Prepared As A Parent
>> Concussions: What To Know And What To Ask
Find out more at https://therapyspot.ca/
This document discusses enhancing the personal development tutor (PDT) role through personal development profiles. Students in the child health nursing program meet with their PDT each trimester to complete a pro-forma consisting of a SWOT analysis, reflective questions, and an action plan. A 3-year evaluation found that both students and staff valued the structure, relationship building, reflection opportunities, and relevance to employability. However, it could also be time consuming, students didn't always see the importance early on, and the template was sometimes too generic. The rest of the session will use SWOT analysis, action planning, and group work to generate ideas for improving personal development planning with students.
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
The document discusses antecedents, behaviors, and outcomes in relation to a student's learning using the ABC framework. It examines possible motivations and interventions including prevention strategies, teaching alternatives, and responses to behaviors.
Meghan Shank: How can we be better communication partners?Ursula Webhofer
The document provides an overview of a presentation on augmentative and alternative communication (AAC) intervention strategies for individuals with Rett Syndrome. It discusses the speaker's role in the Rett Clinic, ideal AAC intervention including communication targets and language functions. It also describes 7 communication partner training techniques being used in speech therapy and how their effectiveness is being measured. Sample treatment goals and strategies like aided language stimulation and core words are presented. Literacy instruction resources are also shared.
Balancing PostPartum Depression And Work – A Complete Overview
Maintaining a job and a career is an essential element that comprises a majority of people’s lives in the world. We work to provide for our family, make a difference in the world, or maybe because we love what we do and are so passionate about it.
Whatever it may be, work is integral to everyday life whether it is a summer job or life-long career postpartum depression and work.
That being said, transitioning and balancing work after becoming a new parent can be a delicate act and should be taken with a strong sense of self-awareness and support.
Parents face a new world of responsibilities after having a child and should be taken into serious consideration when getting back into work life. If not handled properly with a strong support system and an honest line of communication with family, friends, and work, postpartum mood disorders such as PPD can develop.
The majority of PPD cases usually arise within the first couple weeks to months after birth, but according to the Mayo Clinic it is not uncommon to affect a partner for up to a year to become a new parent.
With a long time period of PPD developing post-birth, being aware of the symptoms and navigating your entry back to work life is important in treating this condition effectively.
This article is aimed at bringing awareness into the world of how new parents transition back into work life and the role that PPD can play in doing so.
Impact of PostPartum Depression on Partners
As a new parent, a partner/father is responsible for supporting not just the newborn, but the mom as well, managing the household, and providing for their family through work. That can be a lot.
These new roles can be overwhelming and trigger stress, anxiety, and depression which can potentially turn into PPD. PPD affects up to 25% of partners within the first two months of becoming a parent.
This statistic alone is enough of a reason to be aware of the symptoms that PPD carry and how certain things in your daily life can manifest those feelings.
Having a strong support system and a heightened sense of awareness is a solid defence system for working through Postpartum depression, especially when starting to transition back into work.
Strategies for Balancing Postpartum Depression and Work
Now to get into the nitty gritty of navigating through Postpartum depression while maintaining a positive and healthy work life. These tactics can be beneficial in being able to create a strong support system, strengthening your self-awareness, being vulnerable, and developing effective routines and practices.
Self-care practices
Having a keen and powerful sense of self-awareness is one of the foundational pieces to understanding your feelings, emotions, trigger points, and well-being.
There are several practices for working on your self-awareness.
Journaling is very powerful in reflecting on and working through almost anything that comes up in life.
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...PsychoTech Services
Study smart! The most important topics for your IGNOU exam are in this document.
We analyzed the examination pattern for IGNOU’s PGDCFT and MSCCFT courses – taking into account every single question of every exam of every single subject to generate these very useful, high-quality insights. Forget about 10 years papers – study smart using FIHC’s IGNOU Exam Question Pattern!
DBT Kit - Support Group in a Box for DBT (Dialectical Behavior Therapy)Mo Goltz
The document describes the development of a "DBT KIT" to provide ongoing support for those completing dialectical behavioral therapy (DBT). Currently, most DBT programs end abruptly after a year with little follow-up support. This can lead to difficulties maintaining skills and increased risk of relapse. The DBT KIT aims to address this problem by creating an online and in-person hybrid support community. Key features include training and certification for peer facilitators, a standardized meeting agenda and skills reference, and connections to clinical support as needed. The goal is to empower former DBT patients to support each other long-term, while maintaining safety and quality standards.
Sample Booklet-Vocab Masters Of JamshedpurAmit Kumar
This Booklet Gives You A Preview Of Our Teaching Methodology, And The Science Behind Learning Through The Mnemonics & Visual Methods Followed At Word-A-Holic-Z.
Happy Learning !!
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
This document outlines two assignments for a course on process design. Part A involves completing a process design matrix comparing a service and product, and writing a 700-word executive summary identifying appropriate design approaches. Part B involves analyzing a company's supply chain and internal process through a 14-slide presentation, including describing the current process, identifying areas for improvement, and applying concepts to personal life. The document provides detailed instructions and grading criteria for both assignments.
The document discusses best practices for PowerPoint presentations based on recent research. It recommends including no more than six words per line and six lines per slide, using an appropriate font size, and not reading slides verbatim. The author plans to incorporate these practices when presenting their DNP project and teaching skills. Implementation of their depression screening project is progressing as planned with less staff resistance and increased screening rates. An unexpected benefit is that front desk staff now help patients schedule mental health appointments.
Project ENRICH Year 2 Synchronous Session 2Uncgsoe123
This document provides an agenda and overview for a synchronous professional development session on strengthening the teaching profession. It introduces the session leaders and establishes collaborative norms. The outcomes and agenda are then outlined, including reviewing mentoring tools, having a practice coaching conversation, learning to make thinking transparent, and analyzing the impact of language. Homework assignments are given to analyze a teaching vignette and create a presentation on teacher development stages. The session aims to develop skills for meaningful coaching conversations and establishing goals to support pre-service teachers.
Natural Language processing in the digital age & the impact on relationships ...Salema Veliu
The document discusses NLP (natural language processing) and its impact on relationships and leadership. It notes that emojis, text-speak, and communicating solely through images can replace carefully crafted sentences, potentially impacting how people connect daily. It emphasizes that language is important for connecting meaningfully with others, learning from their experiences, and impacting the challenges in our work and personal relationships, which make up most of our time. The document then introduces Acceptance and Commitment Therapy (ACT) as a way to manage relationships and ourselves more mindfully through acceptance of what we can't control and committing to values-based actions that enrich our lives.
This document outlines an agenda and materials for a mentor training session. It defines the mentor role as building relationships with mentees, assisting with professional development plans, providing weekly coaching, and documenting meetings. Coaching is defined as a development process to help individuals achieve goals through questions. Mentors will use logs and check-ins to support mentees and focus the first month on self-assessment, classroom observation, and work-life balance. Peer observations and optional online training are also mentioned.
This book contains five chapters which deals with the following topics: Report as a Form of Communication, The Structural Contents of a Report, Tables in a Report, Graphs and Charts Use in Reports and Log and Interrupted Scale. Statistical report writing is part of the curriculum of HND Statistics and First Degree Statistics. It is therefore necessary to have a book of this nature to help young researchers in this area of study (ie statistics) to get a guide in this course in other to know how to report their statistical findings. This book can also be very helpful to new (first time) researchers.
This document provides an overview of a handbook on research-based literacy practices for early childhood through adolescence. It includes an introduction by the author, Tokela Smith, who has a background in elementary and special education. The purpose is to provide educators with effective instructional strategies to promote literacy development for all students. The handbook covers defining literacy, components of a comprehensive literacy program, creating a literate classroom environment, and literacy coaching. The goal is to convey the importance of a comprehensive literacy program and provide knowledge and strategies to effectively implement such a program. Educators are invited to visit the author's classroom to observe examples of discussed components.
Plain Language 2.0 & Health Literacy: New Strategies for Better OutcomesRomina Marazzato Sparano
1. The document discusses health literacy and plain language strategies for improving health outcomes.
2. It defines health literacy and notes that there is room for improvement in individual skills, providers' skills, systems, and plain language use.
3. The document advocates digging deeper into plain language strategies, especially regarding textuality elements like grammar, cohesion, and coherence, as well as ensuring materials are adequate for the intended audience.
2) prepare for week 3 discussion of the needs analysis assignment ssusera34210
The document discusses a needs analysis project focused on expanding the curriculum of the HighScope preschool program to include lessons about cultural diversity and student differences. Specifically, the author proposes introducing a lesson plan within the first 30 days that brings awareness to students' differences in physical attributes like hair and skin.
The needs analysis will discuss the relevant learner characteristics of 3-4 year old preschoolers and the data that would be collected, including contextual analysis of potential barriers to learning, a task analysis to observe expert-level completion of the task, and identification of the current performance gap. The author will also select an appropriate learning theory to frame the project design and provide an example of its application.
This newsletter will provide coaching tips to improve the reader's day-to-day life with different topics covered each month. It will be sent out monthly to give readers time to implement the tips and see results, with occasional bonus newsletters sharing particularly good content. Subscribers will benefit from a structured action plan broken down step-by-step with explanations to help them make informed decisions and potentially help friends and family by sharing the newsletter.
Brandford and Kehler Cognitive Behavioural Therapy (CBT) PresentationShealeigh Brandford
Cognitive behavioural therapy (CBT) is an intervention strategy that can be used for students experiencing depression and anxiety. CBT helps students understand how their thoughts influence their feelings and behaviours through the CBT triangle model. As a targeted intervention, CBT gives students tools to identify negative thoughts and redirect them by replacing behaviours with coping skills. When using CBT as a universal intervention, teaching the CBT model benefits all students by allowing them to self-manage in stressful situations. Resources provided can help teachers implement CBT strategies.
Therapies To Break The Chains Of DisabilitiesBrandon Ridley
>> Sports-Related Concussions Among Canadians: The Risks And The Treatment
>> Can we help teachers help kids with dyslexia?
>> Dysarthria: Did You Know There Is Only One Treatment Option Available?
>> Autism Rates Are Escalating, Be Prepared As A Parent
>> Concussions: What To Know And What To Ask
Find out more at https://therapyspot.ca/
This document discusses enhancing the personal development tutor (PDT) role through personal development profiles. Students in the child health nursing program meet with their PDT each trimester to complete a pro-forma consisting of a SWOT analysis, reflective questions, and an action plan. A 3-year evaluation found that both students and staff valued the structure, relationship building, reflection opportunities, and relevance to employability. However, it could also be time consuming, students didn't always see the importance early on, and the template was sometimes too generic. The rest of the session will use SWOT analysis, action planning, and group work to generate ideas for improving personal development planning with students.
Similar to Returning Support Provider Orientation (20)
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
The document discusses antecedents, behaviors, and outcomes in relation to a student's learning using the ABC framework. It examines possible motivations and interventions including prevention strategies, teaching alternatives, and responses to behaviors.
"Raise your hand to ask a question."
Student: Raises hand and waits patiently.
Teacher: Calls on student who asks question respectfully.
Possible Motivation: Obtain adult attention
Interventions:
-Prevention: Provide frequent positive attention
-Teach: Explicitly teach raising hand and waiting
-Response: Quickly respond when hand is raised appropriately
ABC’s, Motivation, and Proactive Interventions
Antecedent Behavior OutCome
Possible Motivation:
Interventions:
Prevention Teach Response to Behavior
Teacher assigns independent work time
Student throws paper on floor
Teacher reprimands student
Possible Motivation: Avoid task
The document is an orientation for participating teachers in the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program. It introduces BTSA as a job-embedded induction program accredited by the Commission on Teacher Credentialing to help teachers with preliminary credentials accelerate their knowledge and skills. The orientation notes that the yearlong goals for participating teachers include engaging with issues of equity and culturally responsive teaching, and working toward meeting the induction standards.
This document summarizes a training for new support providers at the San Jose Unified School District. The goals of the training are to develop mentoring and coaching skills, understand the assessment of teaching and learning process, and learn how to utilize the continuum of teaching and learning. The training covers connecting teacher preparation standards to induction standards, formative assessment for California teachers, observation techniques, and identifying areas of focus for teacher growth. Attendees practice skills like observing objectively and asking reflective questions.
The orientation provided an overview of the goals and responsibilities of new BTSA support providers. It reviewed the formative assessment process used in BTSA induction and the role of support providers in mentoring and guiding participating teachers through this process to earn their clear teaching credential. Logistics such as program requirements, timelines, communication procedures and resources were also covered.
This document provides 10 tech tips for students starting their Ed.D program, presented by Darren Battaglia from the 2011 cohort. The tips include using laptops and configuring email correctly, determining a note-taking method, getting an extension cord, collaborating with Google Docs and Hangouts, installing Dropbox on all devices, getting an iPad for schoolwork and apps, organizing citations with Zotero, creating a cohort Facebook page, and designating an "IT guy" to help with technical problems. The overall message is that technology can help students succeed and survive the first year of an Ed.D program.
The document discusses how new technologies and online connections are enabling people to organize in new ways without traditional hierarchical organizations. It notes that as the number of connections between people increases, new opportunities for sharing, conversation, collaboration and collective action emerge. It suggests that participatory culture and new models of organization should be incorporated into education and work which have traditionally been highly hierarchical with high transaction costs. It questions how new models of education may emerge as a result of these changes in how people connect and organize online.
This document provides an agenda and materials for a classroom management training session. The agenda includes discussions of relationships, rules and procedures, engagement, and rewards and consequences. It presents norms for the session, outcomes, and includes examples and activities related to each topic. Presenters will discuss getting off to a good start, building teacher-student and student-student relationships, establishing rules, teaching procedures effectively, and using both individual and group recognition systems for rewards. Time is allotted for breaks, sharing successes, and developing action plans. The goal is for teachers to understand classroom management as a system and create plans for improving relationships, rules, procedures and engagement strategies.
Cycle of Inquiry - Planning around Content Standardsdarrenbattaglia
1) The document outlines the process and objectives for an inquiry meeting to help support teachers (PTs) with conducting an inquiry focused on 1-2 content standards over 6 weeks.
2) It discusses culturally responsive teaching principles and having participants discuss what these principles look like in the classroom.
3) The major steps of an inquiry outlined are: identifying a focus standard, administering an entry-level assessment, planning lessons, doing an observation lesson, analyzing student work and assessments, and reviewing evidence of teacher learning.
Inquiry: Preparing for BTSA Advice & Assistancedarrenbattaglia
The document discusses the San Jose Unified School District's induction program for preparing new teachers. It outlines the program's objectives of helping teachers identify evidence to demonstrate meeting teaching standards. Teachers collect artifacts from their teaching practice and meet with an advisor to review the evidence and receive feedback on meeting standards. The program ensures each teacher provides proof of mastering induction standards to earn their clear teaching credential.
1. SAN JOSE UNIFIED SCHOOL
DISTRICT
INSPIRING AND PREPARING ALL STUDENTS
TO SUCCEED IN A GLOBAL SOCIETY
Welcome to
Returning Support Provider
Orientation
September 4 & 6, 2012
2. What’s the big deal?
“Whatever success I had as a teacher, I can
credit to mentors I had throughout my career.
I want to pass on to others what I have
learned and help new teachers get a good
start in their profession.“
An Awesome San José Support Provider
3. Yearlong Goals
Strengthening our skill sets in formative
assessment and mentoring to engage in
meaningful dialogue around Equity &
Culturally Responsive Teaching
5. Everyone’s It
• Move safely around the room, if
tagged freeze arms held out, un-
freeze by answering a question,
continue moving
• What is your favorite dish?
• What are some of your strengths as a
coach?
• What makes a good teacher?
8. BTSA Induction
• Choose a postcard
• Write the prompt for your card on a
sticky (or on the back of the card if
you’d like to keep it)
• Share at your table
• As a table, choose one to share with the
whole group
11. District Data
Participating Teachers
145
140
140
135
130
130
125
120 117
115
110
105
2010/2011 2011/2012 2012/2013
12. SJUSD State Survey Results
On average, how frequently did you
meet?
Slightly more than weekly
13. SJUSD State Survey Results
How much time did you spend in
monthly prep for your PT meetings?
30-60 minutes
14. SJUSD State Survey Results
How frequently, on average, did you
observe your PT?
3 or more times
15. SJUSD State Survey Results
The following examples of support
had a strong impact on your PTs’
classroom practice:
Coaching/observing & providing
feedback
Sharing SP experiences of
teaching
Providing emotional support
16. Here’s What! So What? Now What?
SPs,PTs&
On average, how Program
frequently did you
communicate with your
BTSA SP in ways
OTHER THAN IN
PERSON (email, phone,
or other)? I never
Less
than communi
Once per once per cated
month, 2 month, 5 with my Daily, 5
% % SP in %
this
way, 1%
Twice
per
month, 2-3 times
14% a
week, 30
%
Weekly,
43%
17. Here’s What! So What? Now What?
SPs,PTs&
On average, how • Over 75% of SPs Program
frequently did you communicate with
communicate with your their PTs, other
BTSA SP in ways than in
OTHER THAN IN person, quite
PERSON (email, phone, frequently.
or other)? I never
Less
than communi
Once per once per cated
month, 2 month, 5 with my Daily, 5
% % SP in %
this • What frequency of
way, 1%
communication is
Twice
per both supportive of
2-3 times
month,
14% a
the PTs and
week, 30
%
reasonable for the
SPs?
Weekly,
43%
18. Here’s What! So What? Now What?
SPs,PTs&
On average, how • Over 75% of SPs Program
SPs:
frequently did you communicate with
communicate with your Check in with PTs
their PTs, other about how often, and
BTSA SP in ways than in
OTHER THAN IN best way to
person, quite communicate. Set
PERSON (email, phone, frequently.
or other)? I never communication goals.
Less
than communi
Once per once per cated
month, 2 month, 5 with my Daily, 5
% % SP in %
this • What frequency of Program:
way, 1%
communication is Practice/model
Twice
per both supportive of communication with
2-3 times
month,
14% a
the PTs and SPs and PTs in
week, 30
%
reasonable for the multiple
SPs? ways, i.e., share cell
phone #s.
Weekly,
43%
19. Your Turn
With your table group:
• Look over the data
• Discuss the So What? & Now What
• Write ideas
• Have a speaker prepared to share
• Chime signals sharing in about 10
minutes
23. Formative Assessment for
California Teachers (FACT)
Context for Teaching and Learning
Assessment of Teaching
and Learning
Inquiry into Teaching and Learning
(IIP Embedded Across)
Summary of Teaching and
Learning
24. Induction Timeline: FACT
Traditional ECO
Year 1 Year 2
Context for Context for Context for
Teaching and Teaching and Teaching and
Learning Learning Learning
CSTP 1&2 Continuum of Continuum of
Conversations Teaching Practice Teaching Practice
Assessment of Assessment of Assessment of
Teach. Teach. Teach.
& Learning & Learning & Learning
One Inquiry into Two Inquiries into Two Inquiries into
Teaching and Teaching and Teaching and
Learning Learning Learning
Summary of Summary of Summary of
Teaching & Teaching & Teaching &
Learning Learning Learning
25. Putting it all together
Continuum of
Teaching Practice FACT Modules
Collaborative Logs Conversation
Guides
28. Program Logistics
Six Semester Units Available
University of San Diego
$450 per course
Email reminders and registration link
Register and pay on-line (USD)
32. Program Logistics
Release time
• Observation of PT for initial assessment
& Inquiry
• For PT observation related to Inquiry
project, must be listed on IIP
• Sub codes emailed each month to SPs
34. Program Logistics
SP MOU
Stipend is dependent on successful completion of all
MOU requirements. SP stipends are reduced by:
$300 for the first and subsequent required Support
Provider meetings not attended. SPs may be released
if they fail to attend a second SP meeting.
SP stipend is reduced by 1/9 for each month a
collaborative log is not received and/or the SP has not
met with his/her PT.
36. Program Advisor: Darren
x 14311
Elementary Middle
• Almaden • Hoover
• Anne Darling • John Muir
• Bachrodt • Willow Glen
• Booksin High
• Canoas • Broadway
• Empire Gardens • Lincoln
• Hacienda • Pioneer
• Reed • Willow Glen
• Schallenberger • Willow Glen Plus
37. Program Advisor: Kelly
x 14329
Elementary • Olinder
• Allen at Steinbeck • Simonds
• Galarza • Terrell
• Gardner • Trace
• Grant • Washington
• Horace Mann • Willow Glen
38. Program Advisor: Kelly
x 14329
Middle
• Bret Harte
• Burnett
• Castillero
• River Glen
High
• Gunderson
• Leland
39. Communication Loop
Information and Complaint Process
Guidance • Support Provider
Support • BTSA Contact
Provider • Manager
(Linda)
BTSA Website
41. Closure
5 – Write five words that describe BTSA and
the work you will be doing this year with
your Participating Teacher(s)
3 – Share three of the words with a partner
1 – Choose one of the words to say to the
whole group, sharing around the room
clock-wise
Darren: 4:00 – 4:03Welcome to the Returning SP Orientation. Thank you for your dedication…I think I know everybody.Araceli decided to take a teaching position at River Glen and she’s very excited about that.Introduce Kelly Mack. She is new to SJ. She has been a teacher and BTSA SP form many years in Franklin McKinley. She’s also worked with FACT so she comes with a lot of knowledge already.There will be very few handouts. Thank you for bringing computers.
Darren4:03 – 4:07In considering the goals for this year we examined the feedback from last year’s SP trainings and saw the desire to continue around a similar theme and focus. Specifically, this year’s training will target mentoring skills and providing PTs more support with the induction standards. You will notice these are aligned to the Opportunity 21 concepts, which ideally will help the PTs recognize the connection between their BTSA work and issues of equity.
4:19 – 4:34DarrenWe’ve been back from summer vacation and we’ve had time to reflect. Maybe you’ve traveled abroad, camped went up to your summer home in the mountains. I saw this postcard and thought of how being a support provider is like fishing.Being a support provider is like fishing because you have to have patience. The best time to do this work is early in the morning or late in the afternoon, and you just sit back and reflect in between.
4:19 – 4:34DarrenBeing a support provider is like fishing because you have to have patience. The best time to do the work is early in the morning or late in the afternoon, and you just sit back and reflect in between.There are some envelopes with postcards inside…Choose one and complete the prompt. Then share at your table with your table partners. As a table decide which one you would like to share with the rest of the group. Take 10 minutes to think, share and decide. Then we’ll come back together as a group. They share, and share out.
4:19 – 4:34DarrenBeing a support provider is like fishing because you have to have patience. The best time to do the work is early in the morning or late in the afternoon, and you just sit back and reflect in between.There are some envelopes with postcards inside…Choose one and complete the prompt. Then share at your table with your table partners. As a table decide which one you would like to share with the rest of the group. Take 10 minutes to think, share and decide. Then we’ll come back together as a group. They share, and share out.
4:19 – 4:34DarrenBeing a support provider is like fishing because you have to have patience. The best time to do the work is early in the morning or late in the afternoon, and you just sit back and reflect in between.There are some envelopes with postcards inside…Choose one and complete the prompt. Then share at your table with your table partners. As a table decide which one you would like to share with the rest of the group. Take 10 minutes to think, share and decide. Then we’ll come back together as a group. They share, and share out.
4:19 – 4:34DarrenThis activity is called synectics. It’s a way of creatively connecting two irrelevant concepts or ideas to further thinking around them.
4:34 – 4:37DarrenWe’re going to take a look at some data about the San Jose program and some results form last year’s surveys, both SPs and PTs, and think about ways we can improve the program. This year we have 130 PTs, the program is capped and there is a wait list.
4:37 – 4:38DarrenThis data is the same. Thank you for continuing to be awesome in similar ways to what last year’s data reveals…The information from the PT results of the San Jose survey showed that, on average, you met slightly more than one a week. This numerical data is supported by information you shared from your application to be a support provider. We have narratives to add to the numbers as well, when I say the # of your quote, please read your quote aloud. Quotes:Just having someone to talk to helped her. Meeting on a regular basis both informally and formally was beneficial.As a SP I have found that by meeting with my PT's on a regular basis I am able to get to know them on a personal as well as a professional level.
4:38 – 4:39DarrenEven though you met frequently, time preparing for the PT meetings was slightly less than last year at between 30-60 minutes a month. I have a feeling, it was actually more. Your presence now is greater than 3 hours, which is time spent preparing for your PT meetings.
4:39 – 4:40DarrenThis dedication on the value you place on observing your colleagues is also supported by your sentiment. Quotes:3) Observations and reflections were really valuable to both myself and my PT's. It guided our conversations and led my PT's to what they felt they wanted to work on in their classrooms.
4:40 – 4:41DarrenAccording to your PTs, the following 3 items had a strong impact on their classroom practice: From SP reapps. Being familiar with resources helped PTs.Quotes: 4) There's a certain satisfaction that comes with coaching, consulting, and collaborating with beginning teachers. There's mutual learning, growth, and respect that is gained throughout our time together. Many of the teachers I have worked with have remained in contact with me and know we are there for each other.5) I like knowing that I can be one person that a new teacher can turn to for advice and support their first two years in this profession. I've been a support provider for a few years now and I find satisfaction in creating a trusting bond with new teachers and helping them find value in the inquiries and how itapplies to their teaching practices.
4:41- 5:15Kelly Now you’re going to have an opportunity to look at some of the data and help us determine next steps to improve the BTSA program. The format for analyzing the data is the same as last year’s Here’s What, So What?, Now What? In groups, you’ll be looking at either SP or PT data. The first piece we wanted to share is regarding alternate means of communication, besides in person, between SPs and PTs. This is from the PT survey. Here’s What!-------READ PROMPT-------Click to see graph
4:41- 5:15Kelly So What?-------(get volunteers to read) -------- which makes me wonder, read question
4:41 – 5:15 (end this slide by 4:50)KellyNow What? Implications for SPs, PTs, and the program -------(get volunteers to read)---and for the program I READ
4:41- 5:15 (end this slide by 4:52)Kelly You’ll have about 10 minutes to analyze the data. CONSIDER HOW TO DILENIATE WHO IS RESPONSIBLE FOR WHICH NUMBERS ON THE WORKSHEET. Show me thumbs up, thumbs down if you’re ready. Have the hand outs behind the PP so it can be referenced while sharing out and to add thoughts too while they are sharing
5:15 – 5:30Darren:Walk though the steps to complete the BTSA consent form. State required sign up as a support provider. Last year you may recall we had problems with the internet, but Steven has assured me we should not have problems. The link is written here. If you feel comfortable, please begin. Otherwise I would encourage you to follow along with me. I’ll model it first, then you’ll have time to do it. If you need help, Kelly and I will walk around to help you. After this, we’ll have our break. Please return at 5:40. Model how to do this. Requirement from the State- sign on and get an id numberYou do not need to print out number info and give to us.
5:15 – 5:30 Darren:CTC Consent form during meeting.Requirement from the State- sign on and get an id number
5:30 -5:40
Kelly5:40 – 5:50Welcome Back. I’d like to share a flow chart of the FACT modules and give you a chance to think pair share to refresh your minds about the different modules. When thinking about the various modules, please consider, and share with a partner:What is the purpose of each of the modules? In this module, what did you do with your PTs?“I heard you mention ____________”What questions came up about the modules?
5:50 – 5:55 Kelly -1)) a word about ECO’s. we’ve received many questions about ECOs already. PT1s applications are due October 1st and they should have a response by mid-October on whether they have been approved. We will share applications at their orientation. Until then, all PT1s are considered PT1s, not ECO.0) Purpose: Show the vision of the entire year for the various tracts of PTs. This is the direction your PTS are going in. We use Formative Assessment system to help teachers accelerate the growth of their teaching practice.The same across for all participantsHighlight the the second row and the change. 1st year teachers are able to go in depth with CSTP 1 Engaging and Supporting all Students in learning and CSTP2 Creating & Maintaining Effective Environments for Student Learning. As you may recall, PT 1s only need to mark CSTP 1 and 2 on their Continuums. The Assessment of Teaching & Learning is the same as well. A difference between Year 1 and Year 2 and ECOs is the number of Inquiries. For those conducting 2 inquiries, for the sake of time and sanity, we recommend they do one inquiry in the fall and one in the spring. Finally, all participants complete a summary of Teaching and Learning, which is basically a focused reflection on their year.
5:55 – 6:10KellyIn addition to the FACT components, there are a few other resources to guide your work with your PTs. Collaborative logs are on the website. Everybody begins working on PT1 collaborative logs if approved moved ECO collaborative logs. One resource we have noticed is not widely used, but may prove very useful are the conversation guides. The conversation guides are a series of leveled questions regarding the 4 BTSA Induction standards of: Pedagogy, Equity, Special Populations, ELLs as well as the topic of Class, School Community and District. The questions are similar to those on the Collaborative logs. They are located near the end of your FACT user’s guide, pgs 90-94.
6:00 – 6:10 KellyThis is a screenshot of the Equity Conversation guide. Generally the Contextualizing questions are for year 1s, and Extending for year 2s. Please use the appropriate question for the needs of your PT.Take a moment to consider, when might you use them? How might this support your work? Make copies of the conversation guide (buff colored).
6:10 – 6:13Darren Hand out the calendar (MAKE PRINTOUTS/COPIES)Overall, the calendar is a bit different from last year. Note Classroom Management changes
6:13 – 6:14DarrenSix units are available for the year of being a support provider. The cost of the units is slightly higher this year.Clarify SP credits, how many can be applied toward salary scale/pd growth
6:14 – 6:16DarrenShow:PDF of FACT User GuideCollaborative LogsCalendar gCal
6:16 – 6:17DarrenCollaborative logs are due on the fifth of each month. You can send them by fax, pony, upload or email. Not October/NovemberAll dates on each monthShow the link, here it is
6:15 – 6:16DarrenSame as it ever was
6:17 – 6:20Darren: Post procedures for this Please use!MODEL HOW TO DO THISShare (posted?) link to the Smart Find Express Website
6:16 – 6:20Darren: Model how to do this, Highlight the BTSA Reason
6:20 -6:30Darren:Reminder.CONSIDERING: adding a link to the MOU for them to print out and mail to usPass out (make copies) and sign, and collect
6:20 – 6:30DarrenRead MOU. Ask questions.Ask participants to read the SP MOU and Calendar noting questions on a post-it. In order to save time and ensure all questions are clear, we will type all questions from both SP meetings and answer them in a FAQ format that will be emailed to all SPs next week. Will also be posted on BTSA web site 10 minutes
6:30 –6:35Kelly
6:30 –6:35Kelly
6:30 –6:35Kelly
6:35 – 6:38KellyCONSIDERING: This information is a BTSA program requirement to illustrate that the SP assigned to each PT is the first point of contact for the PT. Ask them any questions. If needed, the SPs will contact Darren or I if they need additional support or are unable to come to a resolution over an issue. Finally, if the BTSA Coaches are unable to resolve the conflict, we will get our manager involved.Another resource for questions is the BTSA web site
6:38 – 6:48KellyCONSIDERING: linking this to the year long goalIf time…or turn to a partner
6:48 – 6:55KellyThank you for joining us today and if you have any other questions or concerns, please let us know.