SCHOOL ACTION PLAN HG 2023-2024.docx
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The school action plan outlines objectives for the 2023-2024 school year to develop a homeroom guidance program based on the Department of Education's framework. This includes formulating the program through stakeholder consultation, conducting staff training on the guidance policy, orienting parents on homeroom activities, and holding a symposium on child protection. Throughout the year, the plan also aims to gather student data through surveys to identify guidance needs, collaborate with teachers and parents on student issues, and provide counseling for academic, behavioral, or emotional problems with specialist support.
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This document outlines the monitoring and evaluation plan for Bekigan Elementary School for the 2020-2021 school year. It details the indicators, data collection methods, timing, analysis, and responsibilities for monitoring inputs, activities, outputs, mid-term results, and outcomes of the school's Learning Delivery Modality plan. The goal is to gather data on teaching and learning processes and resources to allow for timely adjustments that will help achieve learner mastery of competencies.
2012 13feedback
The document contains multiple formative assessments for teacher Brittany R. Beaumont conducted by evaluator Yolanda Brown on various dates between November 2012 and May 2013. Across the assessments, Beaumont receives ratings ranging from exemplary to proficient on planning and instruction, differentiated instruction, assessment practices, learning environment, and professionalism. Specific strengths noted include Beaumont's use of research-based teaching strategies, assessment of student progress, positive classroom environment, and communication skills. Areas in need of improvement were occasionally noted but not described in detail.
Unit -i_commerce_curriculum[1]
The curriculum is the planned interaction of learners with instructional content, materials, resources, and processes for evaluating educational objectives. It includes goals and objectives, content or subject matter, methods, learning experiences, and assessment. The curriculum is broader than the syllabus, which provides details on topics, materials, expectations, and evaluation for a particular course. State bodies like the SCERT are responsible for developing the curriculum and advising on policy, while examining boards and teachers prepare more specific syllabi. Curricula aim to connect learning to life outside of school and encourage active, collaborative construction of knowledge.
TEACHING IN ENGLISH REPORT.pdf
Formative assessment is a planned, ongoing process used by teachers and students to improve learning. It involves clarifying learning goals, eliciting evidence of student understanding, providing feedback, and adapting instruction. Key practices include clarifying goals and criteria, eliciting student thinking through discussions and activities, self-assessment and peer feedback, providing actionable feedback focused on goals, and using evidence and feedback to further learning. The goal is to close the gap between a student's current and desired understanding.
Ib
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Principles and Purpose of Language Assessment.pptx
This document discusses key concepts and principles of language assessment. It defines important terms like assessment, testing, measurement and evaluation. Some key points made include:
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NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVE
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docx
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
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Guidance Program AHS.docx
This document outlines the vision, mission, philosophy, goals, and components of a school's guidance program. The mission is to provide all students with a safe, supportive learning environment to reach their full potential. The vision is for students to develop values and skills to contribute meaningfully to the country. The guidance program aims to address students' personal, social, academic, and career development through seminars, assessments, and responsive services like counseling and referrals to specialists. It seeks to engage families and the community to support students' growth into healthy, responsible citizens.
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The document outlines the school development plan for Windermere Primary School from September 2015 to August 2018. It identifies five key issues to address:
1) Developing leadership and management of the school.
2) Improving the quality of teaching, learning, and assessment.
3) Improving pupils' personal development, behavior, and welfare.
4) Improving pupil outcomes by raising standards and progress.
5) Improving and developing the early years foundation stage provision.
For each key issue, it lists specific outcome targets and actions to be taken to achieve the targets over the three-year period. The plan was created based on input from Ofsted, staff, governors, parents
Docx 17777
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School Title 1 plan final[1]
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Sen
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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