School Plant report- Arnel B. Gayo - Copy.pptx
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Approaches to School Maintenance This presentation discuss about the different approaches on how to do a school maintenance.
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1. The Open High School Program (OHSP) aims to make education accessible to anyone through an open learning system that can take place anywhere.
2. Learners who wish to participate in OHSP take an assessment to determine their readiness for independent learning and are placed in programs accordingly, ranging from teacher-supported transition programs to fully independent study.
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This document summarizes key points from a training session on disaster risk reduction through education. It covers three objectives: 1) Understanding how education standards relate to safe schools and strategies for risk reduction, preparedness and response; 2) Reviewing best practices for minimizing impacts of schools as shelters and developing advocacy messages; 3) Understanding the importance of safer school construction and how to apply construction guidance notes. It provides an overview of topics covered in each session, including the INEE education standards, risks of schools as shelters, and guidance for safer construction. Interactive activities are included to help participants apply the guidance to their work in developing education plans and advocacy.
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- Map hazards and risks to prioritize mitigation like structural retrofitting, non-structural measures.
- Train teachers on first aid, search & rescue. Designate emergency roles and responsibilities.
- Backup student records off-site. Identify alternative learning spaces in various hazards scenarios.
- Advocate for dedicated DRR funding and capacity building. Target education ministers to mandate DRR in curricula and teacher training.
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2) Learning resources such as instructional materials, audiovisual aids, and libraries which help make teaching more effective.
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Criteria:
Write a 2-3 sentence position statement (format for position statement below) for each of the five areas of the NAEYC developmentally appropriate approaches stated in the Instructor Guidance (initial post)-samples highlighted in green below
*Five areas of the NAEYC Developmentally Appropriate Approaches:
1. Creating a community of learners
What you may want to include:
· Each member of the community are valued
· Relationships are important
· Each member of the community respects and is accountable to others
· Practitioners design and maintain physical environment to protect the health and safety of the learning community members, specifically in support of children’s physiological needs
· Practitioners ensure members of the community feel psychologically safe
2. Teaching to enhance learning and development
What you may want to include:
· Responsible for fostering the learning community through their teaching
· Know each child and the most significant people in their life
· Responsible to know the curriculum goals
· Plan for learning experiences to attain goals across the domains and disciplines
· Plan daily activities to promote learning and development
· Possess skills and strategies they are able to draw on
· Know how and when to scaffold children’s learning
· Know how and when to use the various learning formats
· Provide extended learning experiences
· Make experiences in classrooms responsive to ALL children and their needs
3. Planning curriculum to achieve important goals
What you may want to include:
· Desired goal that are important in children’s learning and development have been identified and clearly articulated
· The program has a comprehensive, effective curriculum that targets identified goals
· Teachers use the curriculum framework in planning to ensure there is attention to important learning goals
· Teachers make meaningful connections in the learning experiences
· Teachers collaborate with those teaching in preceding grades and share information
· Practitioners plan curriculum for infant and toddlers
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What you may want to include:
· Ongoing, strategic and purposeful
· Focus on children’s progress towards goals that are developmentally and educationally significant
· System in place to collect and make sense of assessment information (formative assessment)
· Methods are appropriate to the development status and experiences of young children
· Look at what children can do independently and with the assistance of others
· Input from families and children’s own evaluations of work
· Tailored to a specific purpose
· Decisions have a major impact on children (enrollment, placement, etc.)
· Appropriate follow-up to screenings that identify special needs
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What you may want to include:
· Mutual respect, cooperation, shared responsibility a.
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Criteria:
Write a 2-3 sentence position statement (format for position statement below) for each of the five areas of the NAEYC developmentally appropriate approaches stated in the Instructor Guidance (initial post)-samples highlighted in green below
*Five areas of the NAEYC Developmentally Appropriate Approaches:
1. Creating a community of learners
What you may want to include:
· Each member of the community are valued
· Relationships are important
· Each member of the community respects and is accountable to others
· Practitioners design and maintain physical environment to protect the health and safety of the learning community members, specifically in support of children’s physiological needs
· Practitioners ensure members of the community feel psychologically safe
2. Teaching to enhance learning and development
What you may want to include:
· Responsible for fostering the learning community through their teaching
· Know each child and the most significant people in their life
· Responsible to know the curriculum goals
· Plan for learning experiences to attain goals across the domains and disciplines
· Plan daily activities to promote learning and development
· Possess skills and strategies they are able to draw on
· Know how and when to scaffold children’s learning
· Know how and when to use the various learning formats
· Provide extended learning experiences
· Make experiences in classrooms responsive to ALL children and their needs
3. Planning curriculum to achieve important goals
What you may want to include:
· Desired goal that are important in children’s learning and development have been identified and clearly articulated
· The program has a comprehensive, effective curriculum that targets identified goals
· Teachers use the curriculum framework in planning to ensure there is attention to important learning goals
· Teachers make meaningful connections in the learning experiences
· Teachers collaborate with those teaching in preceding grades and share information
· Practitioners plan curriculum for infant and toddlers
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What you may want to include:
· Ongoing, strategic and purposeful
· Focus on children’s progress towards goals that are developmentally and educationally significant
· System in place to collect and make sense of assessment information (formative assessment)
· Methods are appropriate to the development status and experiences of young children
· Look at what children can do independently and with the assistance of others
· Input from families and children’s own evaluations of work
· Tailored to a specific purpose
· Decisions have a major impact on children (enrollment, placement, etc.)
· Appropriate follow-up to screenings that identify special needs
5. Establishing reciprocal relationships with families
What you may want to include:
· Mutual respect, cooperation, shared responsibility a.
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EDD/581 Action Research and
Evaluation
Copyright ©2013 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.
Course Dates
Oct 29, 2013 - Dec 23, 2013
Academic Standards
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National
Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
Standard 1
A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates ...
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The document outlines principles for leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources for community education. It states that schools should have a development plan created by stakeholders that is regularly reviewed. Leadership roles and responsibilities should be clearly defined. The curriculum and learning systems should be tailored to the local community and regularly monitored. An accountability system is collaboratively developed and used to recognize achievements and address gaps through action. Resource management involves regular inventory, planning, and monitoring done collaboratively.
Oakdale Jt Unified School District - LCAP Stakeholder Input Summary
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Public school boards have often acquired their land decades ago. Since then, land values have appreciated considerably. This calls into question the need for these public schools to hold onto their large lot sizes. Could they sell a portion of their land to gain extra funding, or, could they partner with community and other stakeholder interests to leverage their potential to be invaluable catalysts for urban growth and development.
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Physical facilities and resources form an essential foundation in educational planning for the school programs, the importance of which is reflected in the goal: “ To provide an educational environment that fosters effective teaching and learning.” The School must recognize its essentials to provide sufficient physical resources and facilities in order to accomplish its vision, mission, goals, and instructional objectives. The improvements along with the physical resources and facilities of the School and the University provide an excellent learning environment, reinforcing the quality of the teaching and learning process and enhanced opportunities to meet the instructional challenges of the information age. Physical facilities in education such as buildings and equipment represent the school's largest element of the educational budget after teacher’s salaries. Typically, physical facilities account for 20% to 25% of the overall education budget.
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Micro-teaching involves teaching brief lessons to small groups to gain experience and receive feedback, which is analyzed for self-evaluation. It is effective for focused learning compared to other techniques. Community resources are abundant educational materials outside the classroom that facilitate hands-on learning. Teachers can link with community experts, places, and natural areas to bring real-world examples into lessons. While planning is needed, using these resources makes learning more engaging and helps students appreciate their community.
CSR_Module2_Activities03.pdf
The document proposes two practical activities for vocational education and training (VET) students to help them better understand environmental responsibility in business: constructing eco-points for waste collection around the school and creating a sustainable garden or green space on school premises where students can learn organic gardening practices. These hands-on projects are intended to raise environmental awareness, foster sustainable behaviors, and develop skills in areas like waste management, gardening, collaboration, and project management.
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Provide the participants with the necessary knowledge and skills to implement Education 4.0 framework and Innovation;
Identify the benefits of Education 4.0 for students, teachers and principals;
Promote the use of Smart Schools/Classroom
Identify the different types of Innovation
Enumerate the DepEd Guidelines on Conducting a Project for Innovation in School.
Encourage & inspire the Teacher Innovator to conduct Educational Innovation in School and their respective field of study
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The document discusses the importance of school principals showing concern for equipment and instructional materials, as the school plant is integral to the learning environment. It outlines ways principals can encourage effective utilization of school materials, such as producing equipment lists for teachers and conducting classroom observations. Maintaining a culture of school plant maintenance involves guidance from principals to shape attitudes and behaviors of students and teachers.
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Criteria:
Write a 2-3 sentence position statement (format for position statement below) for each of the five areas of the NAEYC developmentally appropriate approaches stated in the Instructor Guidance (initial post)-samples highlighted in green below
*Five areas of the NAEYC Developmentally Appropriate Approaches:
1. Creating a community of learners
What you may want to include:
· Each member of the community are valued
· Relationships are important
· Each member of the community respects and is accountable to others
· Practitioners design and maintain physical environment to protect the health and safety of the learning community members, specifically in support of children’s physiological needs
· Practitioners ensure members of the community feel psychologically safe
2. Teaching to enhance learning and development
What you may want to include:
· Responsible for fostering the learning community through their teaching
· Know each child and the most significant people in their life
· Responsible to know the curriculum goals
· Plan for learning experiences to attain goals across the domains and disciplines
· Plan daily activities to promote learning and development
· Possess skills and strategies they are able to draw on
· Know how and when to scaffold children’s learning
· Know how and when to use the various learning formats
· Provide extended learning experiences
· Make experiences in classrooms responsive to ALL children and their needs
3. Planning curriculum to achieve important goals
What you may want to include:
· Desired goal that are important in children’s learning and development have been identified and clearly articulated
· The program has a comprehensive, effective curriculum that targets identified goals
· Teachers use the curriculum framework in planning to ensure there is attention to important learning goals
· Teachers make meaningful connections in the learning experiences
· Teachers collaborate with those teaching in preceding grades and share information
· Practitioners plan curriculum for infant and toddlers
4. Assessing children’s learning and development
What you may want to include:
· Ongoing, strategic and purposeful
· Focus on children’s progress towards goals that are developmentally and educationally significant
· System in place to collect and make sense of assessment information (formative assessment)
· Methods are appropriate to the development status and experiences of young children
· Look at what children can do independently and with the assistance of others
· Input from families and children’s own evaluations of work
· Tailored to a specific purpose
· Decisions have a major impact on children (enrollment, placement, etc.)
· Appropriate follow-up to screenings that identify special needs
5. Establishing reciprocal relationships with families
What you may want to include:
· Mutual respect, cooperation, shared responsibility a.
DISCUSSION DEVELOPMENTALLY APPROPRIATE ASSESSMENT PRACTICESCrit.docx
DISCUSSION: DEVELOPMENTALLY APPROPRIATE ASSESSMENT PRACTICES
Criteria:
Write a 2-3 sentence position statement (format for position statement below) for each of the five areas of the NAEYC developmentally appropriate approaches stated in the Instructor Guidance (initial post)-samples highlighted in green below
*Five areas of the NAEYC Developmentally Appropriate Approaches:
1. Creating a community of learners
What you may want to include:
· Each member of the community are valued
· Relationships are important
· Each member of the community respects and is accountable to others
· Practitioners design and maintain physical environment to protect the health and safety of the learning community members, specifically in support of children’s physiological needs
· Practitioners ensure members of the community feel psychologically safe
2. Teaching to enhance learning and development
What you may want to include:
· Responsible for fostering the learning community through their teaching
· Know each child and the most significant people in their life
· Responsible to know the curriculum goals
· Plan for learning experiences to attain goals across the domains and disciplines
· Plan daily activities to promote learning and development
· Possess skills and strategies they are able to draw on
· Know how and when to scaffold children’s learning
· Know how and when to use the various learning formats
· Provide extended learning experiences
· Make experiences in classrooms responsive to ALL children and their needs
3. Planning curriculum to achieve important goals
What you may want to include:
· Desired goal that are important in children’s learning and development have been identified and clearly articulated
· The program has a comprehensive, effective curriculum that targets identified goals
· Teachers use the curriculum framework in planning to ensure there is attention to important learning goals
· Teachers make meaningful connections in the learning experiences
· Teachers collaborate with those teaching in preceding grades and share information
· Practitioners plan curriculum for infant and toddlers
4. Assessing children’s learning and development
What you may want to include:
· Ongoing, strategic and purposeful
· Focus on children’s progress towards goals that are developmentally and educationally significant
· System in place to collect and make sense of assessment information (formative assessment)
· Methods are appropriate to the development status and experiences of young children
· Look at what children can do independently and with the assistance of others
· Input from families and children’s own evaluations of work
· Tailored to a specific purpose
· Decisions have a major impact on children (enrollment, placement, etc.)
· Appropriate follow-up to screenings that identify special needs
5. Establishing reciprocal relationships with families
What you may want to include:
· Mutual respect, cooperation, shared responsibility a.
SUU Sorenson Child & Family Center
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EDD581 Action Research andEvaluationCopyright ©2013 by .docx
EDD/581 Action Research and
Evaluation
Copyright ©2013 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.
Course Dates
Oct 29, 2013 - Dec 23, 2013
Academic Standards
The following standards apply to or are associated with this course for accreditation, governance, or compliance.
National
Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
Standard 1
A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates ...
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A discussion relating to the health impacts of our public schools
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DISCUSSION DEVELOPMENTALLY APPROPRIATE ASSESSMENT PRACTICESCrit.docx
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DISCUSSION DEVELOPMENTALLY APPROPRIATE ASSESSMENT PRACTICESCrit.docx
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2-The-School-Safety-Assessment-Tool-2021-converted.pptx
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EDD581 Action Research andEvaluationCopyright ©2013 by .docx
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- 2. 1. Situational Approach 2 APPROACHES TO SCHOOL MAINTENANCE 2. Committeeship approach 3. Community participation approach 4. Damage preventive approach 5. Utilization of internally generated funds for school plants maintenance approach
- 3. ▪ Can be adopted by the school managers whenever the school or society wants to make use of any of the school buildings or facilities, the school can call on such user to repair or pay certain reparatory fees for such structure as such immediately after being used. 3 1.Situational Approach
- 4. 4 2. Committeeship approach Can be used systematically within and outside the school system . It is an approach where a committee is being constituted to be charged of the responsibility of fund-raising that can be used for school plant maintenance and rehabilitation.
- 5. 5 3. Community Participatory Approach Members of the society that are among the Parents- Teachers Association(PTA) and have professional skill such as carpenters, plumbers, electricians,etc. can be co-opted into school plant maintenance committee in order to give professional advice and will assist in keeping the facilities in good order.
- 6. 6 4. Damaged Preventive Systematic Approach A method of inculcating the spirit to use and handle with care the schools infrastructural facilities. If this approach is adopted, it will be very difficult for the people to steal, vandalize those properties in the school system.
- 7. 7 5. Utilization of the Internally Generated Funds for the School Plant Maintenance Approach Can be adopted since school plant needs to be improved both in quantity and quality in order to raise the standard of the school. The school manager should make use of the internally generated funds to embark on the school plant maintenance. The school manager should always raise funds through various sources.
- 8. 8 REFERENCES: https://ijhumas.com School Plant and Property Management by Dr. Olga Alonsabe Oparinde, R.O (2013) Internally Generated Revenue Methods
- 9. 9 Educational Development is a joint responsibilityof all citizens. Important to Note:
- 10. The End!!! 10 Thank You & God bless!