This document provides a rubric for evaluating the accuracy and completeness of one's eTwinning profile. It contains 5 sections that are evaluated on a scale from None to Excellent: 1) Image, 2) Board, 3) About, 4) Project Idea, and 5) Preferences. For each section, descriptions are provided for what constitutes None, Fair, Good, and Excellent in terms of providing information to other eTwinning users.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Presentation on Social Media in Learning Development given at the National Conference of the Association of Learning Advisors of New Zealand / Aotearoa in Napier, New Zealand on November 29th, 2013
Think of the last time you sat in a presentation. Did you find yourself nodding off or were you engaged? Days later, could you recall the primary elements or just a blur of bullet points? As Information Professionals there are many opportunities to meet learning needs, but often we lack the communication skills necessary to deliver them. This session will offer techniques for structuring your talks for the key message, the venue, and most importantly, the audience. Whether you are teaching new students how to use electronic resources or pitching an idea to your supervisor, your attendance ensures a more confident, relaxed approach to delivering presentations and public speaking.
After this session attendees should be able to:
1. Apply the broad, systemic ADDIE method of Instructional Design (Analyze, Design, Develop, Implement, and Evaluate) to any informational or motivational talk
2. Implement the latest trends in presentation methods after analyzing techniques from modern communications thought-leaders
3. Connect with audience members so that they retain not only the primary message, but see results from your objectives
Criteria Ratings PointsAnalyzesthe material22 to 19CruzIbarra161
Criteria Ratings Points
Analyzes
the material
22 to >19.0 pts
Advanced
The topic is clearly
presented and
discussed in detail.
Network security
theories are
thoroughly evaluated
and explained.
Contextual factors are
considered. Key terms
are defined. Complex
issues are navigated
with precision. The
text is carefully applied
in a contemporary
setting.
19 to >17.0 pts
Proficient
The topic is
presented and
discussed
appropriately.
Network security
theories are
evaluated and
explained.
Contextual factors
are considered.
Key terms are
defined. Complex
issues are
recognized. The
text is applied in a
contemporary
setting.
17 to >0.0 pts
Developing
The topic is unclear or fairly
clear but discussed too
broadly or does not meet
expectations. Network
security theories are partially
evaluated and explained.
Contextual factors are
weakly considered and
lacking in some significant
areas. Complex issues are
overlooked or handled
without care. The application
is stretched or not applied.
0 pts
Not Present
22 pts
Synthesizes
the topic
into a thesis
statement
12 to >10.0 pts
Advanced
The introductory
paragraph contains a
strong thesis
statement and
provides an overview
of the paper.
10 to >9.0 pts
Proficient
The introduction
paragraph contains
a thesis statement.
9 to >0.0 pts
Developing
The thesis statement and
overview of the paper need
improvement.
0 pts
Not Present
12 pts
Evaluates
and
concludes
the
information
12 to >10.0 pts
Advanced
Sources are evaluated
critically. The
conclusion is strong
and clearly
summarizes the
research presented in
the body of the paper.
10 to >9.0 pts
Proficient
Sources are used
correctly. The
conclusion
summarizes the
research presented
in the body of the
paper.
9 to >0.0 pts
Developing
Sources are used but not
critically evaluated. The
conclusion does not
adequately summarize the
research presented in the
body of the paper.
0 pts
Not Present
12 pts
Application Activity Network Security Grading Rubric |
BMIS662_B01_202220
Criteria Ratings Points
Research
Elements
9 to >8.0 pts
Advanced
Academic primary and
secondary materials
are used well and
include academic
materials. Research
incorporates multiple
viewpoints of complex
issues. journal articles
and books (5 or more).
Arguments are
correctly supported
with research.
8 to >7.0 pts
Proficient
Academic primary
and secondary
materials are used
and include
academic journal
articles and books
(at least 5).
Arguments are
supported with
appropriate
research materials.
Research is aware
of multiple
viewpoints of
complex issues.
7 to >0.0 pts
Developing
Academic sources are used
though popular sources are
also incorporated (fewer
than 5). Arguments
incorporate research but
often include personal
opinion without appropriate
support. Sources are, at
times, not used
appropriately. Research is
not aware of multiple
viewpoints of complex
issues. An incomplete or
inaccurate bibliography is
provided.
0 pts
Not Present
Appropriate
source ...
Educational LeadershipInternshipInformation Critical for the.docxjack60216
Educational Leadership
Internship
Information Critical for the
Successful Completion of the
Project Reports
Project Report Guidelines
The following guidelines and accompanying templates should be used when submitting your three project reports to your intern supervisor at the end of the internship. These three project reports can only be submitted in hard copy.These three project reports must follow these guidelines:
1. Your three project reports should be professionally packaged as though they were being submitted to your superintendent.
2. A binder is recommended for each project report to allow for the easy design of sections.
3. Section one of each project report will be the actual “project” you completed for the school administrator. If the project contained a huge amount of information (the entire master schedule, all 4th grade test results, etc.) just supply a copy of one or two pages as an example. If it was something like a New Teacher Handbook, obviously the entire Handbook would appear in section one.
4. The remaining sections of each binder would be those items addressed below for each separate project.
5. If the project did not come to completion by the end of the internship, submit what you did accomplish and explain what will be occurring in the future beyond your internship. Highlight your future role as you perceive it.
Template for BINDER #1: EDUCATIONAL SYSTEMS PROJECT
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
Template for BINDER #2: EDUCATIONAL VISION PROJECT
1. Describe the nature of the project that you accomplished which supported the educational vision of your building/district.
2. Incorporate an organizational map of the school or district which identifies the key people, networks and relationships that exists at this work setting.
3. Design a strategic communication system that will be used to disseminate the information in your project to all stakeholders.
4. Submit your goals for improving curriculum, instruction and/or assessment practices.
5. Describe how your project was supported or hindered by existing “structural” aspects of the school or district, such as, professional development, scheduling, policies and budgeting.
Template for BINDER #3: SCHOOL IMPROVEMENT PLAN
...
Creating a strong profile on LinkedIn is one of the most important things to get right. It’s much more than a traditional CV, as it’s always online, where potential employers are looking to discover the right person for the right opportunity. These tips will help you stand out from the crowd and represent who you are what you’re interested in.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Presentation on Social Media in Learning Development given at the National Conference of the Association of Learning Advisors of New Zealand / Aotearoa in Napier, New Zealand on November 29th, 2013
Think of the last time you sat in a presentation. Did you find yourself nodding off or were you engaged? Days later, could you recall the primary elements or just a blur of bullet points? As Information Professionals there are many opportunities to meet learning needs, but often we lack the communication skills necessary to deliver them. This session will offer techniques for structuring your talks for the key message, the venue, and most importantly, the audience. Whether you are teaching new students how to use electronic resources or pitching an idea to your supervisor, your attendance ensures a more confident, relaxed approach to delivering presentations and public speaking.
After this session attendees should be able to:
1. Apply the broad, systemic ADDIE method of Instructional Design (Analyze, Design, Develop, Implement, and Evaluate) to any informational or motivational talk
2. Implement the latest trends in presentation methods after analyzing techniques from modern communications thought-leaders
3. Connect with audience members so that they retain not only the primary message, but see results from your objectives
Criteria Ratings PointsAnalyzesthe material22 to 19CruzIbarra161
Criteria Ratings Points
Analyzes
the material
22 to >19.0 pts
Advanced
The topic is clearly
presented and
discussed in detail.
Network security
theories are
thoroughly evaluated
and explained.
Contextual factors are
considered. Key terms
are defined. Complex
issues are navigated
with precision. The
text is carefully applied
in a contemporary
setting.
19 to >17.0 pts
Proficient
The topic is
presented and
discussed
appropriately.
Network security
theories are
evaluated and
explained.
Contextual factors
are considered.
Key terms are
defined. Complex
issues are
recognized. The
text is applied in a
contemporary
setting.
17 to >0.0 pts
Developing
The topic is unclear or fairly
clear but discussed too
broadly or does not meet
expectations. Network
security theories are partially
evaluated and explained.
Contextual factors are
weakly considered and
lacking in some significant
areas. Complex issues are
overlooked or handled
without care. The application
is stretched or not applied.
0 pts
Not Present
22 pts
Synthesizes
the topic
into a thesis
statement
12 to >10.0 pts
Advanced
The introductory
paragraph contains a
strong thesis
statement and
provides an overview
of the paper.
10 to >9.0 pts
Proficient
The introduction
paragraph contains
a thesis statement.
9 to >0.0 pts
Developing
The thesis statement and
overview of the paper need
improvement.
0 pts
Not Present
12 pts
Evaluates
and
concludes
the
information
12 to >10.0 pts
Advanced
Sources are evaluated
critically. The
conclusion is strong
and clearly
summarizes the
research presented in
the body of the paper.
10 to >9.0 pts
Proficient
Sources are used
correctly. The
conclusion
summarizes the
research presented
in the body of the
paper.
9 to >0.0 pts
Developing
Sources are used but not
critically evaluated. The
conclusion does not
adequately summarize the
research presented in the
body of the paper.
0 pts
Not Present
12 pts
Application Activity Network Security Grading Rubric |
BMIS662_B01_202220
Criteria Ratings Points
Research
Elements
9 to >8.0 pts
Advanced
Academic primary and
secondary materials
are used well and
include academic
materials. Research
incorporates multiple
viewpoints of complex
issues. journal articles
and books (5 or more).
Arguments are
correctly supported
with research.
8 to >7.0 pts
Proficient
Academic primary
and secondary
materials are used
and include
academic journal
articles and books
(at least 5).
Arguments are
supported with
appropriate
research materials.
Research is aware
of multiple
viewpoints of
complex issues.
7 to >0.0 pts
Developing
Academic sources are used
though popular sources are
also incorporated (fewer
than 5). Arguments
incorporate research but
often include personal
opinion without appropriate
support. Sources are, at
times, not used
appropriately. Research is
not aware of multiple
viewpoints of complex
issues. An incomplete or
inaccurate bibliography is
provided.
0 pts
Not Present
Appropriate
source ...
Educational LeadershipInternshipInformation Critical for the.docxjack60216
Educational Leadership
Internship
Information Critical for the
Successful Completion of the
Project Reports
Project Report Guidelines
The following guidelines and accompanying templates should be used when submitting your three project reports to your intern supervisor at the end of the internship. These three project reports can only be submitted in hard copy.These three project reports must follow these guidelines:
1. Your three project reports should be professionally packaged as though they were being submitted to your superintendent.
2. A binder is recommended for each project report to allow for the easy design of sections.
3. Section one of each project report will be the actual “project” you completed for the school administrator. If the project contained a huge amount of information (the entire master schedule, all 4th grade test results, etc.) just supply a copy of one or two pages as an example. If it was something like a New Teacher Handbook, obviously the entire Handbook would appear in section one.
4. The remaining sections of each binder would be those items addressed below for each separate project.
5. If the project did not come to completion by the end of the internship, submit what you did accomplish and explain what will be occurring in the future beyond your internship. Highlight your future role as you perceive it.
Template for BINDER #1: EDUCATIONAL SYSTEMS PROJECT
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
Template for BINDER #2: EDUCATIONAL VISION PROJECT
1. Describe the nature of the project that you accomplished which supported the educational vision of your building/district.
2. Incorporate an organizational map of the school or district which identifies the key people, networks and relationships that exists at this work setting.
3. Design a strategic communication system that will be used to disseminate the information in your project to all stakeholders.
4. Submit your goals for improving curriculum, instruction and/or assessment practices.
5. Describe how your project was supported or hindered by existing “structural” aspects of the school or district, such as, professional development, scheduling, policies and budgeting.
Template for BINDER #3: SCHOOL IMPROVEMENT PLAN
...
Creating a strong profile on LinkedIn is one of the most important things to get right. It’s much more than a traditional CV, as it’s always online, where potential employers are looking to discover the right person for the right opportunity. These tips will help you stand out from the crowd and represent who you are what you’re interested in.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. How accurate is my eTwinning profile?
Rubric for self-evaluation by Diego Rojas – Spanish NSS
1. IMAGE
The image we choose gives information about us. In eTwinning, as in many other social
networks, profiles which include an image get more hits and interactions than those
which don’t.
None: There’s no image.
Fair: There’s an image, but I’m not recognizable or it does not deliver any information
about me.
Good: There’s a personal image –edited or not- which allows recognizing me, or I’m
using a personalized avatar.
Excellent: There’s a personal image –edited or not- which allows recognizing me, or
I’m using a personalized avatar. In any case, the main image or other images in
my gallery suggest some ideas about my personal profile.
2. BOARD
This is the space for direct interaction with other eTwinners. Here we display up-to-
date information: comments or recommendations about other eTwinning activities,
suggestions for projects, interesting resources…
None: There are no posts.
Fair: There are posts, but they are vague, with no specific information.
Good: Posts give specific, useful information. It may allow other eTwinners to know
better about me.
Excellent: Posts give specific, useful information. It may allow other eTwinners to
know better about me. They are specially useful for any teacher with a profile
or interests similar to mine. They invite to interaction and comments on my
board.
3. ABOUT…
We describe here our professional profile, our interests and main work lines. Even if it
can be edited, the information delivered is supposed to be estable in the short term.
We should include key words which allow us to be searched. It is convenient to use all
languages we want to use to communicate with other eTwinners.
None: There is no description.
Fair: There is a description, but it does not deliver much specific information about my
professional preferences and profile.
2. Good: In my description, I include some basic professional details, like subjects I teach
or the age of my students.
Excellent: Besides some basic details, I add key ideas about possible projects and work
lines. I use more than one language.
4. PROJECT IDEA
Do we already have any idea on what we want for our next project? This is the place to
make it public. Even if it is a general, not detailed idea, we should avoid being too
vague. We can give hints on various aspects of the project; theme, subjects,
methodology, age of students, kits we’d like to use... Remember to keep it updated
according to our preferences at any moment. It is convenient to publish it in all
languages we want to use in our project.
None: There is no description.
Fair: There is a description, but it is too vague and gives little specific information on
the kind of project I’d like to work in.
Good: There is a description which includes some basic details, like age, subjects,
duration...
Excellent: Besides these basic details, I mention main objectives, the methodologies I
wish to explore, or I refer to other similar projects.
5. PREFERENCES
Have a look at you status in “Available for an eTwinning project” and “Available for an
eTwinning Plus project”. Do they reflect your real preferences? Remember that if you
tag yourself as “not available” you will be invisible for search engines and contact lists
when other eTwinners are looking for partners.
None: Mmmm... no, I haven’t checked, but I’m a bit too busy now. I’ll do it later.
Fair: I still haven’t got a clear idea on one/any of the options. In the meanwhile, I keep
it/them marked as “no”.
Good: I still haven’t got a clear idea on one/any of the options. In the meanwhile, I
keep it/them marked as “yes”, so I’m open to be contacted. Who knows,
maybe someone will come with an appealing proposal.
Excellent: I have checked both status and they reflect my current wishes regarding
participating or not in eTwinning or eTwinning Plus projects.