This document outlines a principal's goals and process for shadowing students to better understand achievement gaps. The principal's goals are to close achievement gaps, improve achievement for all students, and implement shared leadership. To achieve these, the principal will shadow students, collect data on themes like attendance and school readiness, and partner with other administrators to propose improvements. The shadowing provides insights into students' experiences and needs to help design more responsive education programs and leadership practices.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
This article provides with a bird's eye-view of diversity and intensity of functional coverage over the wide spreading issues pertaining to classroom management
Do you enter your middle school classroom with visions of interactive learning, only to be frustrated by ensuing chaos? Do you spend more time correcting behavior than correcting homework? Learn about the consortium’s activities for teaching procedures, building classroom relationships, and transforming your classroom into a self-managing, respectful environment where students not only enjoy learning, but where high performance is eminent.
Presenter(s): Christie Norris
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
This article provides with a bird's eye-view of diversity and intensity of functional coverage over the wide spreading issues pertaining to classroom management
Do you enter your middle school classroom with visions of interactive learning, only to be frustrated by ensuing chaos? Do you spend more time correcting behavior than correcting homework? Learn about the consortium’s activities for teaching procedures, building classroom relationships, and transforming your classroom into a self-managing, respectful environment where students not only enjoy learning, but where high performance is eminent.
Presenter(s): Christie Norris
Short introduction to the different types of funding available to companies at different stages of life. Also, discussed what determines start-up valuation as well.
Sustainable Practices of E-Waste Management: Keyactors, Obstacles and Way-for...4Ventures Legacy (4VL)
It will discuss E-waste management system in Malaysia in comparison to 3 case studies: China, European Union and South Africa. Three of the main gist of this presentation is to focus on keyactors, obstacles and way-forward (mechanism).
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Introduction
Elements and school activities
Relationship of the School and Community
Staff Management
Resource Management
Curriculum Management:
Institutional Performance
School Management
Institutional
Culture/Environment
Co-curricular Activities
Supervision
Arranging the Class
Seating Arrangements
Student Placement
Use of Modern Technology
Classroom Decoration
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. A Little About Me…
•
•
•
•
•
heading into my seventh year as a principal
elementary educator for 8 years prior to that
grew up in a house of educators
elementary age children of my own
just a guy that wants to learn how to be better
at his job and life!
3. My Professional Goals
• Goal 1: I will increase my capacity to actively close the
achievement gap.
To reach this goal I will:
• Conduct an action research study seeking to
understand existing and necessary academic,
environmental and social resources associated with
scholars within the achievement gap
• Participate in shared discussions with the CESU
administrative team specific to the data collected
within the study.
• Partner with CHMS administration to create a proposal
for improvement by the end of the 2013-14 school year
4. Professional Goal 2
• Goal 2: I will work toward improving the achievement and learning of all
members of the community.
To reach this goal I will:
• Provide meaningful and relevant data and feedback to educators, families
and school board.
• Utilize existing supervision and evaluation systems to provide thoughtful
guidance to staff
• Improve communication systems to allow for more direct contact and
involvement in curricular, instructional and programming decisions
• Participate in and the support the implementation of embedded
professional development within grade level and content teams
• Maintain and improve lines of communication with community, families
and staff
• Incorporate Common Core State Standards professional development into
school-wide professional development systems of learning
5. Professional Goal 3
• Goal 3: I will implement a shared leadership model and increase
the internal leadership capacity of our school community.
To reach this goal I will:
• Create structures of shared leadership that provide opportunities
for educators to increase shared responsibilities within the school
community
• Support professional development in the area of leadership for
various teams and individuals in the school community
• Encourage shared accountability for outcomes within the school
community
• Solidify a common mission, vision, set of values and goals for the
educators and families within the learning community.
6. Where did this all start?
• Visiting schools
– The Harlem Children’s Zone
– The Riverton Street Charter School
– The Mission Hill School
•
•
•
•
Goal obsession
Some more goal obsession
Just a little more goal obsession
Superintendents
– @alberghinij John Alberghini
– @jencesuvt Jennifer Botzojorns
• The Article
7. The Article
•
Lytle, J. H. (1996). The inquiring manager. Phi Delta Kappan, 77(10), 664-670.
• “Mr. Lytle describes a three-year effort to lead a group of
urban principals and a group of middle management
support staff toward the design of demonstrably effective
educational organizations.”
Image from https://scholar.gse.upenn.edu/tlytle/
8. Changing Leadership Paradigms
• Modeling intensive field study
– first impressions
– classrooms and subjects
– focused on students and how they were
“experiencing” classes and school in general
– challenged what superintendents were “supposed to
do”
•
What are the themes? What are we
seeing? How do we change it?
• (Lytle, 1996)
9. Bringing the Concept to
Administrators
• Student studies to understand why students behave
and perform the way they do
–
–
–
–
–
–
–
–
single student
shared with staff
shadow the student for a whole day
interview (student and family)
record review
interview teacher
keep a journal
report out
• Changes the culture of reflection
(Lytle, 1996)
10. And On And On And On…
• Principals studying principals
• Openness to learning from each other teachers training principals
• Examining systems, models, instruction
11. Our Administrative Team
•
•
•
•
Everyone read the article
Discussed and formed a plan
Agreed to shadow at least one student
Discuss and share data and reflections at
monthly administrative meetings
• Connecting with our goals, missions, action
plans, etc.
12. Partnering Up
• The middle school principal and I have
partnered up in this endeavor, taking it one
level higher. As one of our professional goals
for the year, we plan to use the reflections and
information gathered through the process of
shadowing to help us formulate a proposal to
our town, district and supervisory union in an
effort to close our achievement gap.
13. Back To My Professional Goals
•
•
•
•
•
•
Goal 1: I will increase my capacity to actively close the achievement gap.
To reach this goal I will:
Conduct an action research study seeking to understand existing and necessary academic, environmental and social resources associated with
scholars within the achievement gap
Participate in shared discussions with the CESU administrative team specific to the data collected within the study.
Partner with CHMS administration to create a proposal for improvement by the end of the 2013-14 school year
Goal 2: I will work toward improving the achievement and learning of all members of the community.
•
•
•
•
•
•
•
•
To reach this goal I will:
Provide meaningful and relevant data and feedback to educators, families and school board.
Utilize existing supervision and evaluation systems to provide thoughtful guidance to staff
Improve communication systems to allow for more direct contact and involvement in curricular, instructional and programming decisions
Participate in and the support the implementation of embedded professional development within grade level and content teams
Maintain and improve lines of communication with community,families and staff
Incorporate Common Core State Standards professional development into school-wide professional development systems of learning
Goal 3: I will implement a shared leadership model and increase the internal leadership capacity of our school community.
•
•
•
•
•
To reach this goal I will:
Create structures of shared leadership that provide opportunities for educators to increase shared responsibilities within the school community
Support professional development in the area of leadership for various teams and individuals in the school community
Encourage shared accountability for outcomes within the school community
Solidify a common mission, vision, set of values and goals for the educators and families within the learning community.
14. Needed To Create a Timeline
– September - shadow students, observations and review paper records
• (student observations continue throughout the year)
–
–
–
–
–
–
–
–
–
October - Interview students
November - Interview students’ parents or guardians
December - Interview teachers
January - compile information
February - Draft Presentation and report review
March - Draft/Edit
April - Roll out to admin
May - Roll out to staff
June - Summer planning based on findings and implementation plan
• In addition we met weekly to determine data collection themes
15. The Volume Got Turned Down…
• As you start this process, there’s a level of
calm and clarity that comes along. The
volume on a lot of outside stressors gets
turned way down and you realize how
important it is to focus on the students. It’s
very powerful.
16. Where to start with groups?
• Scholars can be grouped any different way:
– one student
– A group of students
– based on data
– Demographics
– history
– challenge
– instructional experiences
– randomly
17. How we grouped students…
• We chose to select one student in each
classroom as an anchor student. Our reason
was that this:
– would give us an opportunity to provide feedback
in every classroom (buy in from all teachers)
– could help us identify trends across the school
setting
– would passively motivate staff toward
improvement
18. Day One
• I started observations on the very first day of
school
– Wanted to see how that first day went from a
student’s perspective
– Spent about thirty minutes in each room,
observing through the experience of the anchor
student
– Took copious notes!
19. Discoveries
• Scholars – There were several immediately
significant themes that I observed in that first
day:
– The anchor students I identified had challenges
associated with food
– Adults didn’t consistently connect with the anchor
students as easily as with other students
– I became hooked on the process!
20. Nuts and Bolts
• There were some things that helped in terms
of set up:
– Folder on my computer for each student
– Color coding notes (red = something that could be
measured, blue = significant, etc.)
– Connecting with guidance counselors, social
workers, etc.
– Brainstorming with other admin
– Taking lots of notes!
21. Weekly Data Themes
• In partnership with the middle school
administrator we’ve weekly chosen a data
theme or question. Some examples are:
– Record review – we reviewed the records of each
student (quality of records and interesting
connections)
– School readiness (preschool experience and
readiness for middle school)
– Attendance information (tardy, absent)
22. To What End…
So, why do this?
• Encourage and model a culture of
introspection and reflection
• Find ways to design organizations, pedagogy,
programs and curricula that are responsive to
our students’ needs
• Be a better leader, connect with students and
staff on a deeper more pertinent level
23. My Contact Information
• Michael Berry
• Email - Michael.Berry@cesuvt.org
• Twitter- @principalberry
• Google + - Michael Berry
• Future of Education:
www.futureofeducation.com/profile/MichaelBerry412
• Blog - http://principalberry.wordpress.com/
Editor's Notes
Staff – Staff were more open to feedback and thoughtful reflection because I was there looking at things via a student, rather than directly observing them. It’s a small perception shift, but significant for some educators.