RevisedResume 1
•Download as DOCX, PDF•
0 likes•120 views
The candidate worked as an ADT Specialist/Classroom Manager from June 2014 to present at The Arc Tampa Bay, managing two teaching assistants and being responsible for developing curriculum, lesson plans, and student assessments for a classroom of 7 students with autism. Prior to that, they worked as an ADT Trainer from June 2010 to June 2014, implementing teaching programs and assisting the ADT Specialist. They also have experience as a Patient Care Technician Supervisor from October 2007 to July 2009 at New Horizon Assisted Living, providing direct care to seniors with Alzheimer's/dementia.
Report
Share
Report
Share
Recommended
Hackathon
A hackathon is a design event where computer programmers and others involved in software development collaborate intensively on software or hardware projects over a short period of time, usually 1-7 days. The goal is typically to create usable software, though sometimes hackathons are intended for educational or social purposes. Hackathons often focus on a specific programming language, operating system, application, or demographic group. There are no restrictions on the type of software created.
Shane CV
Shane Andrews is a highly motivated and experienced individual seeking a managerial or educational role. He has over 25 years of experience in education, training, construction, and the military. His skills include leadership, communication, administration, tutoring, client liaison, and health and safety training. He holds qualifications in site supervision, incident management, civil construction, and adult education.
Practicum Plan and Campus-supervised practicum activities log
The document outlines a practicum plan and campus-supervised log for Derek Fitzhenry. It provides directions for completing the plan and log to document 256 hours of practicum activities. The plan includes 44 skills areas related to school leadership domains. Fitzhenry will observe, participate in, and lead various activities and record details of these activities including hours spent, dates, and reflections in the log. The log is submitted to document practicum hours and experience.
Classroom Improvement Plan
The document discusses Classroom Improvement Plans (CIPs). CIPs are plans to improve classrooms and their environments. They involve members like principals, section heads, coordinators, teachers, and students. Elements of a CIP include vision, mission, SWOT/C analysis, prioritization, planning, implementation, and evaluation. The cycle of a CIP involves planning, doing, checking, and acting/evaluating. The document provides examples and guidance on developing the components of a CIP, such as writing vision and mission statements, setting objectives, conducting a SWOT/C analysis, prioritizing needs, planning, implementing, and evaluating.
pamilya'15
This document is an individual performance commitment and review form for an employee. It includes sections for the employee and rater's name and position, the review period and date. It lists the employee's major duties and responsibilities, which involve teaching, facilitating learning, monitoring and evaluating student progress, undertaking activities to improve performance, maintaining student records, counseling students, and conducting related work. The form outlines the key result areas, objectives, performance indicators, and outputs that will be evaluated during the review period. Scores will be given for each key result area based on the employee's rating in areas like quality, efficiency and timeliness.
Kra's'14
This document is an individual performance commitment and review form for an employee. It includes sections for the employee and rater's name and position, the review period and date. It lists the employee's major duties and responsibilities, which involve teaching, facilitating learning, monitoring and evaluating student progress, undertaking activities to improve performance, maintaining student records, counseling students, and conducting related work. It outlines the key result areas, objectives, performance indicators, and major final outputs that will be evaluated during the review period, such as prepared lesson plans and materials, facilitated learning through functional lesson plans and teaching strategies, monitored student attendance and outcomes, and conducted community involvement activities. Scores will be provided for each key result area based on the evaluation.
Wasc parents presentation.final1046
This document summarizes the WASC/CDS accreditation process for 2014-2015 and the school's previous action plan from 2012-2015. It outlines 7 goals that were achieved, including developing standardized student handbooks, language policies, technology plans, a K-12 curriculum, and college counseling program. It also notes the universities that students were admitted to for 2014-2015. The document concludes by introducing the school's new action plan for 2015-2021, which contains 8 goals focused on developing the school as a learning community, integrating technology, using data analysis, forming international partnerships, clarifying roles and policies, improving communication, evaluating support services, and supporting English language learners.
Proficiency based learning at ncn
Grades 6-12 at Nelson C. Nix Educational Center for Excellence will participate in a proficiency-based instructional program using Compass Learning Odyssey Courseware and supplemental materials. Students will spend one period daily in a computer lab working on individualized assignments created by teachers to assess mastery of standards. Additionally, students have individualized learning improvement plans to work at their own pace. All students will participate in the program to benefit from expectations of success, learning as a skill, personalized learning, and support for mobile students. The program design is based on setting performance objectives, formative assessment, individualizing learning experiences, and determining proficiency through summative assessment in core skills. Teachers will receive ongoing training and evaluation of
Recommended
Hackathon
A hackathon is a design event where computer programmers and others involved in software development collaborate intensively on software or hardware projects over a short period of time, usually 1-7 days. The goal is typically to create usable software, though sometimes hackathons are intended for educational or social purposes. Hackathons often focus on a specific programming language, operating system, application, or demographic group. There are no restrictions on the type of software created.
Shane CV
Shane Andrews is a highly motivated and experienced individual seeking a managerial or educational role. He has over 25 years of experience in education, training, construction, and the military. His skills include leadership, communication, administration, tutoring, client liaison, and health and safety training. He holds qualifications in site supervision, incident management, civil construction, and adult education.
Practicum Plan and Campus-supervised practicum activities log
The document outlines a practicum plan and campus-supervised log for Derek Fitzhenry. It provides directions for completing the plan and log to document 256 hours of practicum activities. The plan includes 44 skills areas related to school leadership domains. Fitzhenry will observe, participate in, and lead various activities and record details of these activities including hours spent, dates, and reflections in the log. The log is submitted to document practicum hours and experience.
Classroom Improvement Plan
The document discusses Classroom Improvement Plans (CIPs). CIPs are plans to improve classrooms and their environments. They involve members like principals, section heads, coordinators, teachers, and students. Elements of a CIP include vision, mission, SWOT/C analysis, prioritization, planning, implementation, and evaluation. The cycle of a CIP involves planning, doing, checking, and acting/evaluating. The document provides examples and guidance on developing the components of a CIP, such as writing vision and mission statements, setting objectives, conducting a SWOT/C analysis, prioritizing needs, planning, implementing, and evaluating.
pamilya'15
This document is an individual performance commitment and review form for an employee. It includes sections for the employee and rater's name and position, the review period and date. It lists the employee's major duties and responsibilities, which involve teaching, facilitating learning, monitoring and evaluating student progress, undertaking activities to improve performance, maintaining student records, counseling students, and conducting related work. The form outlines the key result areas, objectives, performance indicators, and outputs that will be evaluated during the review period. Scores will be given for each key result area based on the employee's rating in areas like quality, efficiency and timeliness.
Kra's'14
This document is an individual performance commitment and review form for an employee. It includes sections for the employee and rater's name and position, the review period and date. It lists the employee's major duties and responsibilities, which involve teaching, facilitating learning, monitoring and evaluating student progress, undertaking activities to improve performance, maintaining student records, counseling students, and conducting related work. It outlines the key result areas, objectives, performance indicators, and major final outputs that will be evaluated during the review period, such as prepared lesson plans and materials, facilitated learning through functional lesson plans and teaching strategies, monitored student attendance and outcomes, and conducted community involvement activities. Scores will be provided for each key result area based on the evaluation.
Wasc parents presentation.final1046
This document summarizes the WASC/CDS accreditation process for 2014-2015 and the school's previous action plan from 2012-2015. It outlines 7 goals that were achieved, including developing standardized student handbooks, language policies, technology plans, a K-12 curriculum, and college counseling program. It also notes the universities that students were admitted to for 2014-2015. The document concludes by introducing the school's new action plan for 2015-2021, which contains 8 goals focused on developing the school as a learning community, integrating technology, using data analysis, forming international partnerships, clarifying roles and policies, improving communication, evaluating support services, and supporting English language learners.
Proficiency based learning at ncn
Grades 6-12 at Nelson C. Nix Educational Center for Excellence will participate in a proficiency-based instructional program using Compass Learning Odyssey Courseware and supplemental materials. Students will spend one period daily in a computer lab working on individualized assignments created by teachers to assess mastery of standards. Additionally, students have individualized learning improvement plans to work at their own pace. All students will participate in the program to benefit from expectations of success, learning as a skill, personalized learning, and support for mobile students. The program design is based on setting performance objectives, formative assessment, individualizing learning experiences, and determining proficiency through summative assessment in core skills. Teachers will receive ongoing training and evaluation of
Mary_Trotman_Res 2.
This document contains the resume of Mary A. Trotman. She has over 20 years of experience in training and project management, primarily for the US Navy. Her skills include instructional design, curriculum development, project management, and training delivery. She is currently a Training Project Manager at AMSEC, where she oversees multiple Navy training projects and budgets.
R.Pearce CV
Ryan Pearce is a recent graduate of the University of Liverpool with a degree in mechanical engineering. He achieved strong grades throughout his degree, averaging over 79% each year. Pearce has relevant work experience in engineering fields including design, manufacturing, and research. He is proficient in CAD software and holds additional qualifications in areas like snowboarding instruction. Pearce has demonstrated strong leadership, communication, and teamwork skills through roles such as course representative and club president during his time at university.
THE ABCD OF DELIVERING CAREER EDUCATION IN A CROWDED UNIVERSITY CURRICULUM
Less than 40% of university students engage in activities to make themselves ‘career ready’ (Radlof
and Coates, 2009). A major challenge facing university careers services is getting the attention of the
majority of students who have given little thought to how they will transition from university to the
professional workforce. Embedding careers education into the curriculum is the ‘easiest’ way to
increase the proportion of students developing career readiness; however gaining institutional
support to embed career education into a crowded curriculum is not so simple. The Career
Development Centre at La Trobe University is focussing on a strategy that enables sustainable
expansion into the curriculum via a multi-modal delivery of five core career education modules and
the development and teaching of three accredited career development subjects to undergraduate
students. Combined, the modules and subjects address all eleven career management competencies
from the Australian Blueprint for Career Development (MCEEDYA, 2010). This workshop will explore
the design and delivery of the approach to delivering career education to students in a multi-campus institution.
Greene County Middle School Technology Resources
GCMS uses various instructional technology tools to support student learning, including iPhoto, Pages, Keynote, iWeb, GarageBand, Comic Life, and online programs. Teachers use ClassScape to monitor student performance on standards, build custom assessments, and administer STAR tests to assess reading levels. Students can access resources like Renaissance Place, Destiny/Media Center, eChalk, NetTrekker, United Streaming, BrainPOP, and new resource Classworks from the student homepage. These tools provide educational videos and content, online activities, streaming videos, digital assignments, and skills reinforcement to engage students and support teaching in the 21st century classroom.
How Cramlington Learning Village have Professionalised their CPD
The school has developed pathways for continuous professional development (CPD) to meet the needs of its 120 teachers and 60 support staff. It has expanded its one-year CPD program to offer high-impact pathways from induction for new teachers through to an NPQH qualification. The school ensures high-quality CPD by determining baselines, evaluating impact using tools like pupil outcomes and teacher behavior rubrics, and using IRIS video observation software for coaching, modeling best practices, and developing teacher skills through "triads" with a lead practitioner. The school has learned that evaluating impact, using a shared language of effective teaching, and video observation are key to improving classroom practice through CPD.
CAASPP 2014
Join us for a timely and necessary workshop to prepare teachers for for upcoming CAASPP.
Teachers will walk away with:
A slew of resources to reference beyond the workshop time itself
Experience practicing with the performance tasks (as your students will be doing)
Management tips for the performance tasks
An understanding of what is necessary to prepare for and manage testing in the classroom
Connections made through collaborative conversations about the skills needed for you and your students to walk into the CAASPP prepared
Solution Tree PLC at Work Services
This document provides information about services and resources offered by Solution Tree to help schools implement professional learning communities (PLCs). It outlines a multi-phase process for beginning a PLC journey that includes assessing student learning, identifying essential standards, developing collaborative teams, building the PLC foundation, and monitoring progress. Services range from workshops and institutes to online courses, coaching, and tools to support the PLC process with a focus on using data to improve student outcomes through intervention and enrichment.
PERFORMANCE-TASK(PT) and INTEGRATIVE PERFORMANCE TASK (IPT).pdf
Develop your
understanding in
constructing an
effective performance
task for the learners.
Create and Enhance a
localized performance
task based on the
G.R.A.S.P.S. Model.
Allow learners to show what they know and able
to do in a differentiated and diverse ways
Learners can do skills demonstration, group
presentations, oral work.
Delivering a Multi-Engagement Corporate Work-Based Learning Program
Come learn about a model for a corporate work-based learning program spanning several student engagements during the course of the school year. The session will discuss recommendations on how to identify an academy for delivering the program, review the specific types of engagement and discuss feedback received with an initial work-based learning program.
Oklahoma Gear Up Little Axe MS Dream Catcher Presentation
Presentation of the OK Gear Up funded student growth initiative designed and implemented by Little Axe Middle School.
Curriculum 111215
I. The document discusses enterprise curriculum developments at Northumbria University coordinated through Research and Business Services (RBS). It outlines the principles of developing enterprise curriculum, which include integrating it within academic disciplines, ensuring it meets learning needs, involving action-based and assessed learning, and having potential for scalability.
II. Support offered through RBS varies and includes providing speakers, organizing events, preparing curriculum activities and assignments, and delivering or assessing parts of modules. In 2013/2014 over 4,000 students participated in enterprise learning experiences involving RBS support.
III. Enterprise curriculum has been embedded within broader academic programs in six types: through enterprise programs/pathways, specialist discipline-based activities, involvement in professional practice
AT Implementation
This document provides information from a presentation on assistive technology (AT) implementation given to New Bedford Public Schools. It defines AT as any item that helps people with disabilities perform tasks and defines low, mid, and high-tech examples. It discusses evaluating students' needs using the SETT framework of looking at Student, Environment, Task, and Tools. The document provides models for AT evaluations and outlines considerations for AT implementation including training, documentation, and including AT services and tools in IEPs.
Razorfish university slide_share
RazorfishUniversity.com is an online learning platform that provides employees access to learning content such as courses, videos, and badges. It also allows for event registration and tracking of learning progress. The platform aims to enable more productive career development conversations with managers. It provides analytics to help HR make strategic learning investments and helps managers guide employee training. Future goals include expanding the badge system, adding assessments, and increasing on-demand and localized content.
Aquaculture NC II Training
The document outlines a 60-day, 480-hour training program for Aquaculture NCII. It includes an orientation on June 6 and covers key topics like Introduction to Competency-Based Training, the roles of trainers and trainees, Competency-Based Learning Materials, the units of competency, facilities and resources, and Recognition of Prior Learning. Trainees are divided into groups to work through the four core competencies of the Aquaculture NCII qualification.
Sarah Calderwood Resume 2017
Very experienced international educator with a proven record of coordinating, supporting, and mentoring colleagues and helping students achieve their goals. Has consistently received very high student evaluations and excellent peer and management reviews. Currently the coordinator for the Academic Support Centre and IELTS training at Zayed University in Abu Dhabi, UAE where she is responsible for workshops, programs, schedules, materials, marketing, and IELTS preparation courses. Has over 15 years of experience teaching EAP, EFL, and ESP in the UAE, South Korea, and Oman.
Leadership Application Resume Debbiedocx
The curriculum vitae summarizes Debbie Kay Neilson's experience as a teacher and educational leader. She is currently the Head of Reading at Merrimac State High School where she has implemented a whole school reading program and provided professional development to staff. Previously, she was a Special Education Teacher focusing on students with autism, implementing interventions and supporting student outcomes. She has over 25 years of experience in primary and secondary teaching as well as owning a childcare business.
Designing an impact curriculum | The ICE Programme | Richard Spencer, Cambrid...
Presentation from 'Key Stages' breakout session at the Whole Education 'Designing an impact curriculum' conference
Lopez.Resume2016
Amy Lopez is an educator and technology specialist with over 15 years of experience in Berkeley County Schools. She currently maintains her roles as a Teacher, Spanish I and Computer Applications instructor, as well as the Technology Integration Specialist and Systems Operator at North Middle School, where she provides professional development for teachers, works directly in classrooms, and ensures technology resources are available. Lopez has a background in behavior management and adult education, and holds professional teaching and TIS certifications from Wheeling Jesuit University and degrees from Marshall University.
S5-WAP.pptx
This document provides details of a training session on developing higher-order thinking skills for English teachers through Professional Learning Packages (PLPs). The 5-day training at the Cebu Business Hotel from September 25-29, 2023 will cover topics such as incorporating higher-order thinking skills in the classroom and developing a Workplace Application Plan (WAP) to apply the concepts from the training. Participants will learn about the WAP template and work in groups to develop a WAP to incorporate higher-order thinking skills in their teaching practice. The training aims to enhance teachers' competencies in supporting higher-order thinking skills among students.
Performance assessment
Performance assessments evaluate how students apply knowledge and skills to meaningful tasks. They show how students understand and use information. Performance assessments require students to actively demonstrate their knowledge by applying it to real-world situations. Teachers use performance assessments by defining the purpose and appropriate activity, establishing evaluation criteria, and creating a rubric to assess student proficiency levels on the task. Performance assessments can be evaluated using checklists, narratives, rating scales, or rubrics.
More Related Content
Similar to RevisedResume 1
Mary_Trotman_Res 2.
This document contains the resume of Mary A. Trotman. She has over 20 years of experience in training and project management, primarily for the US Navy. Her skills include instructional design, curriculum development, project management, and training delivery. She is currently a Training Project Manager at AMSEC, where she oversees multiple Navy training projects and budgets.
R.Pearce CV
Ryan Pearce is a recent graduate of the University of Liverpool with a degree in mechanical engineering. He achieved strong grades throughout his degree, averaging over 79% each year. Pearce has relevant work experience in engineering fields including design, manufacturing, and research. He is proficient in CAD software and holds additional qualifications in areas like snowboarding instruction. Pearce has demonstrated strong leadership, communication, and teamwork skills through roles such as course representative and club president during his time at university.
THE ABCD OF DELIVERING CAREER EDUCATION IN A CROWDED UNIVERSITY CURRICULUM
Less than 40% of university students engage in activities to make themselves ‘career ready’ (Radlof
and Coates, 2009). A major challenge facing university careers services is getting the attention of the
majority of students who have given little thought to how they will transition from university to the
professional workforce. Embedding careers education into the curriculum is the ‘easiest’ way to
increase the proportion of students developing career readiness; however gaining institutional
support to embed career education into a crowded curriculum is not so simple. The Career
Development Centre at La Trobe University is focussing on a strategy that enables sustainable
expansion into the curriculum via a multi-modal delivery of five core career education modules and
the development and teaching of three accredited career development subjects to undergraduate
students. Combined, the modules and subjects address all eleven career management competencies
from the Australian Blueprint for Career Development (MCEEDYA, 2010). This workshop will explore
the design and delivery of the approach to delivering career education to students in a multi-campus institution.
Greene County Middle School Technology Resources
GCMS uses various instructional technology tools to support student learning, including iPhoto, Pages, Keynote, iWeb, GarageBand, Comic Life, and online programs. Teachers use ClassScape to monitor student performance on standards, build custom assessments, and administer STAR tests to assess reading levels. Students can access resources like Renaissance Place, Destiny/Media Center, eChalk, NetTrekker, United Streaming, BrainPOP, and new resource Classworks from the student homepage. These tools provide educational videos and content, online activities, streaming videos, digital assignments, and skills reinforcement to engage students and support teaching in the 21st century classroom.
How Cramlington Learning Village have Professionalised their CPD
The school has developed pathways for continuous professional development (CPD) to meet the needs of its 120 teachers and 60 support staff. It has expanded its one-year CPD program to offer high-impact pathways from induction for new teachers through to an NPQH qualification. The school ensures high-quality CPD by determining baselines, evaluating impact using tools like pupil outcomes and teacher behavior rubrics, and using IRIS video observation software for coaching, modeling best practices, and developing teacher skills through "triads" with a lead practitioner. The school has learned that evaluating impact, using a shared language of effective teaching, and video observation are key to improving classroom practice through CPD.
CAASPP 2014
Join us for a timely and necessary workshop to prepare teachers for for upcoming CAASPP.
Teachers will walk away with:
A slew of resources to reference beyond the workshop time itself
Experience practicing with the performance tasks (as your students will be doing)
Management tips for the performance tasks
An understanding of what is necessary to prepare for and manage testing in the classroom
Connections made through collaborative conversations about the skills needed for you and your students to walk into the CAASPP prepared
Solution Tree PLC at Work Services
This document provides information about services and resources offered by Solution Tree to help schools implement professional learning communities (PLCs). It outlines a multi-phase process for beginning a PLC journey that includes assessing student learning, identifying essential standards, developing collaborative teams, building the PLC foundation, and monitoring progress. Services range from workshops and institutes to online courses, coaching, and tools to support the PLC process with a focus on using data to improve student outcomes through intervention and enrichment.
PERFORMANCE-TASK(PT) and INTEGRATIVE PERFORMANCE TASK (IPT).pdf
Develop your
understanding in
constructing an
effective performance
task for the learners.
Create and Enhance a
localized performance
task based on the
G.R.A.S.P.S. Model.
Allow learners to show what they know and able
to do in a differentiated and diverse ways
Learners can do skills demonstration, group
presentations, oral work.
Delivering a Multi-Engagement Corporate Work-Based Learning Program
Come learn about a model for a corporate work-based learning program spanning several student engagements during the course of the school year. The session will discuss recommendations on how to identify an academy for delivering the program, review the specific types of engagement and discuss feedback received with an initial work-based learning program.
Oklahoma Gear Up Little Axe MS Dream Catcher Presentation
Presentation of the OK Gear Up funded student growth initiative designed and implemented by Little Axe Middle School.
Curriculum 111215
I. The document discusses enterprise curriculum developments at Northumbria University coordinated through Research and Business Services (RBS). It outlines the principles of developing enterprise curriculum, which include integrating it within academic disciplines, ensuring it meets learning needs, involving action-based and assessed learning, and having potential for scalability.
II. Support offered through RBS varies and includes providing speakers, organizing events, preparing curriculum activities and assignments, and delivering or assessing parts of modules. In 2013/2014 over 4,000 students participated in enterprise learning experiences involving RBS support.
III. Enterprise curriculum has been embedded within broader academic programs in six types: through enterprise programs/pathways, specialist discipline-based activities, involvement in professional practice
AT Implementation
This document provides information from a presentation on assistive technology (AT) implementation given to New Bedford Public Schools. It defines AT as any item that helps people with disabilities perform tasks and defines low, mid, and high-tech examples. It discusses evaluating students' needs using the SETT framework of looking at Student, Environment, Task, and Tools. The document provides models for AT evaluations and outlines considerations for AT implementation including training, documentation, and including AT services and tools in IEPs.
Razorfish university slide_share
RazorfishUniversity.com is an online learning platform that provides employees access to learning content such as courses, videos, and badges. It also allows for event registration and tracking of learning progress. The platform aims to enable more productive career development conversations with managers. It provides analytics to help HR make strategic learning investments and helps managers guide employee training. Future goals include expanding the badge system, adding assessments, and increasing on-demand and localized content.
Aquaculture NC II Training
The document outlines a 60-day, 480-hour training program for Aquaculture NCII. It includes an orientation on June 6 and covers key topics like Introduction to Competency-Based Training, the roles of trainers and trainees, Competency-Based Learning Materials, the units of competency, facilities and resources, and Recognition of Prior Learning. Trainees are divided into groups to work through the four core competencies of the Aquaculture NCII qualification.
Sarah Calderwood Resume 2017
Very experienced international educator with a proven record of coordinating, supporting, and mentoring colleagues and helping students achieve their goals. Has consistently received very high student evaluations and excellent peer and management reviews. Currently the coordinator for the Academic Support Centre and IELTS training at Zayed University in Abu Dhabi, UAE where she is responsible for workshops, programs, schedules, materials, marketing, and IELTS preparation courses. Has over 15 years of experience teaching EAP, EFL, and ESP in the UAE, South Korea, and Oman.
Leadership Application Resume Debbiedocx
The curriculum vitae summarizes Debbie Kay Neilson's experience as a teacher and educational leader. She is currently the Head of Reading at Merrimac State High School where she has implemented a whole school reading program and provided professional development to staff. Previously, she was a Special Education Teacher focusing on students with autism, implementing interventions and supporting student outcomes. She has over 25 years of experience in primary and secondary teaching as well as owning a childcare business.
Designing an impact curriculum | The ICE Programme | Richard Spencer, Cambrid...
Presentation from 'Key Stages' breakout session at the Whole Education 'Designing an impact curriculum' conference
Lopez.Resume2016
Amy Lopez is an educator and technology specialist with over 15 years of experience in Berkeley County Schools. She currently maintains her roles as a Teacher, Spanish I and Computer Applications instructor, as well as the Technology Integration Specialist and Systems Operator at North Middle School, where she provides professional development for teachers, works directly in classrooms, and ensures technology resources are available. Lopez has a background in behavior management and adult education, and holds professional teaching and TIS certifications from Wheeling Jesuit University and degrees from Marshall University.
S5-WAP.pptx
This document provides details of a training session on developing higher-order thinking skills for English teachers through Professional Learning Packages (PLPs). The 5-day training at the Cebu Business Hotel from September 25-29, 2023 will cover topics such as incorporating higher-order thinking skills in the classroom and developing a Workplace Application Plan (WAP) to apply the concepts from the training. Participants will learn about the WAP template and work in groups to develop a WAP to incorporate higher-order thinking skills in their teaching practice. The training aims to enhance teachers' competencies in supporting higher-order thinking skills among students.
Performance assessment
Performance assessments evaluate how students apply knowledge and skills to meaningful tasks. They show how students understand and use information. Performance assessments require students to actively demonstrate their knowledge by applying it to real-world situations. Teachers use performance assessments by defining the purpose and appropriate activity, establishing evaluation criteria, and creating a rubric to assess student proficiency levels on the task. Performance assessments can be evaluated using checklists, narratives, rating scales, or rubrics.
Similar to RevisedResume 1 (20)
THE ABCD OF DELIVERING CAREER EDUCATION IN A CROWDED UNIVERSITY CURRICULUM
THE ABCD OF DELIVERING CAREER EDUCATION IN A CROWDED UNIVERSITY CURRICULUM
How Cramlington Learning Village have Professionalised their CPD
How Cramlington Learning Village have Professionalised their CPD
PERFORMANCE-TASK(PT) and INTEGRATIVE PERFORMANCE TASK (IPT).pdf
PERFORMANCE-TASK(PT) and INTEGRATIVE PERFORMANCE TASK (IPT).pdf
Delivering a Multi-Engagement Corporate Work-Based Learning Program
Delivering a Multi-Engagement Corporate Work-Based Learning Program
Oklahoma Gear Up Little Axe MS Dream Catcher Presentation
Oklahoma Gear Up Little Axe MS Dream Catcher Presentation
Designing an impact curriculum | The ICE Programme | Richard Spencer, Cambrid...
Designing an impact curriculum | The ICE Programme | Richard Spencer, Cambrid...
RevisedResume 1
- 1. The Arc Tampa Bay Title:ADTSpecialistClassroomManager The ArcTampa Bay Start Date: June 25th 2014 End Date: Currentposition *Classroomholds7 adultlearningstudentswhoeachholdadiagnosisof Autism Roles *Manage two teachingassistantsfull timeinside classroom40 hoursweekly *Responsiblefordevelopmentof teachingcriteriaandall handsonteachingimplementations *Generate/Developoriginalcurriculumdailyforafive dayfourweekmonthlyschedule insidethe classroomto assiststudentswithmasteringtheirpersonalindividual educationgoals *Create and implementlessonplansforafive dayweektobe presentedtostudentsandapprovedby administrationmonthlyinsideamonthlyschedule *Compile abinderof meetings,safetychecklists,employee trainingprofiles, andcurriculum,goal works schedules,all dataenteredviaTherap,andassignedreportsmonthly *Reportsconsistof studentbasedAnnual Assessments(2500-3000 words) QuarterlyAssessments quarterly(1500 words) Implementation Plans(1000words) *Proficientinside TherapISPcomputerprogramming. *Ensure all staff followsHIPPA privacyguidelinesappropriately *Direct andleadall communityoutingsinside apublicsetting *Administerall medicationsasneededinsidethe classroom Title:ADTTrainer Start Date: June 27th 2010 End Date:June 24th 2014 Roles *Conductjob rolesinside classroomof tenadultstudentswithadiagnosisof AutismandDown syndrome *Implementall teachingprogramscreatedbythe ADT Specialist *Provide handsonteachingandsupervisionforall studentswhenonoutingsinside the community *Enter all ISPdata intoTherap computerprogram
- 2. *AssistADT Specialistwithmonitoringof studentattendance andoverall medical considerations throughouta classroomday *Interact andparticipate inside classroomstaff meetingsconductedbythe ADTSpecialist *Work inside aone on one or two onone ratio withstudentsasdirected *Contribute ideastothe generationof the curriculumandclassroomscheduleinaone on one environmentwiththe ADTSpecialist *Make all lunchesandsnacksrequiredforall students *Observe studentsforanymedical changesorconcernsduringmeal orsnack times *Communicate anyconcernsto the ADT Specialist *Followall HIPPA privacyguidelines *AdministermedicationswhenADTSpecialistisunavailable Certifications CPR,First Aide,ZeroTolerance,SafetyCare physical crisismanagement,HIPPA,Core Competency,BAS BehaviorTraining,ADTSpecialistOrientationMedicationAdministrationall uptodate as of January 2015 The Arc Tampa Bay Achievements -Promotedtopositionof ADTSpecialist/ClassroomManagerinJune 2014 -Appointedthe LeadOrientationDirectorfornew hiresinside the program -AppointedManagerLiaisonfornewhire ADTSpecialists -“CreatingCurriculum”presentationforADTSpecialistsandAssociateDirectors Recognition NamedEmployee of the MonthforAugustof 2014 Promotedtoprogram representative forthe twoclassroomsinside mydesignatedprogram Contact Information JoannCarter 727-799-3330 ext.7486 formersupervisor Tanya Barnes727-799-3330 ext.77470 currentdirectsupervisor New Horizon Assisted living facility
- 3. Title:PatientCare TechnicianSupervisor Start Date: October8 2007 End Date:July15th 2009 *Positioneliminateddue tobudgetcutsin2009 Roles *workingdirectlywithseniorresidentswithadiagnosisof Alzheimer’sandDementia *provide all handsoncare to the seniorresidentsinsidethe facilityinthe formof Dressing Bathing Monitoringof vital signs Administrationof all medicationsinsidethe sixtybedfacility Feeding Supervisionof three patientcare techniciansperatwelve hourshift Data entryof all medical andneurological concerns Conductingcare meetingswithfamilyandorguardians Achievements Namedthe LeadSupervisorforMay of 2008 andthenagain inDecemberof 2009 Contact Information AmberBrooks863-804-7240 Administrator