The Curriculum Implementation Division at the Schools Division Office aims to continuously improve curriculum implementation in schools and learning centers to achieve quality basic education. It seeks to ensure schools and learning centers can effectively implement the curriculum and attain desired learning outcomes.
The division oversees instructional supervision and management, assessment of learning, learning resources management, technical assistance on curriculum implementation, and office administration. It develops tools and programs, provides training and technical support, conducts research, and monitors performance to achieve its goals.
Key functions include training school heads and teachers; developing learning assessments and resources; supervising curriculum implementation; and administering the division through planning, monitoring, and promoting a culture of excellence.
Evaluation is a planned process which provides specific information about a selected session, program for the purpose of determining value or decision making.
Identify the defining features of the plan review process, advantages of fidelity walk-through tools, use alternative data collection methods to support tiered interventions.
Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Evaluation is a planned process which provides specific information about a selected session, program for the purpose of determining value or decision making.
Identify the defining features of the plan review process, advantages of fidelity walk-through tools, use alternative data collection methods to support tiered interventions.
Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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
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
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
SDO_CID-v.3.pdf
1. Office Functions _v.3
SDO _ Curriculum Implementation Division
p. 1 of 6
Name of Office/ Division: Curriculum Implementation Division
Strand/Governance level: Schools Division Office
Statement of Purpose
The Curriculum Implementation Division continuously improves the management of curriculum implementation in the schools and
learning centers towards the achievement of quality basic education.
Outcomes Outcomes Indicators
• Schools and learning centers can implement the curriculum
effectively and efficiently
• Percentage of schools and learning centers implemented the
curriculum effectively and efficiently
• Schools and Learning Centers can continuously improve
management of instruction for the attainment of desired learning
outcomes
• Percentage of schools & learning centers that have attained the
desired learning outcomes
Key Results Areas Objectives Outputs Output Indicators
Instructional Supervision
and Management
To ensure the effective and efficient
implementation of Basic Education
Curriculum, Programs/Projects/
Activities (PPAs), and Special
Curricular programs (SCPs)
through regular instructional
supervision and monitoring
• Instructional Supervisory Plans • Number of implemented
approved Instructional
Supervisory Plans
• Instructional Supervisory
Reports
• Number of submitted analyzed
Instructional Supervisory
Reports
• M&E Systems and Tools • Number of monitored schools
implementing the Basic
Education Curriculum, SCPs
and learning centers in
compliance to quality standards
• Number of schools
implementing needs based
curricular PPAs (Programs,
• Consolidated Results of M&E
and Analyses
2. Office Functions _v.3
SDO _ Curriculum Implementation Division
p. 2 of 6
Key Results Areas Objectives Outputs Output Indicators
Projects, Activities) compliant to
standard
• Number of M&E results
analyzed
• CID MEA reports • Number of CID MEA Reports
consolidated and submitted to
the top management
To capacitate School Heads and
teachers in the curriculum
implementation of Basic Education
and Special Curricular Programs
(SCPs) in collaboration with the
HRD/SGOD
• Training Needs Assessment
• Individual Plan for Professional
Development (IPPD)
• School Plan for Professional
Development (SPPD)
• Master Plan for Professional
Development (MPPD)
• Training Proposal, Training
Design and Activity Completion
Report
• Number of capacitated school
heads
• Number of conducted trainings
• Job-Embedded Learning (JEL)
Contract
• Number of employees
implemented Job-Embedded
Learning contract
• Report on the submitted Re-
entry Action Plan (REAP)
• Number of monitored
implemented REAP
• Coaching and Mentoring Plan • Number of Coaching and
Mentoring plan implemented
• Number of school heads and
teachers under approved
Coaching and Mentoring
Programs
• Number of school heads and
teachers coached and mentored
3. Office Functions _v.3
SDO _ Curriculum Implementation Division
p. 3 of 6
Key Results Areas Objectives Outputs Output Indicators
To conduct basic and/or action
research or innovations on
curriculum /instructional
management and supervision
• Basic and/or Action Research
and curriculum innovations
• Number of approved basic
and/or action researches or
curriculum innovations
implemented in school levels
• Number of proposed and
completed Basic and/or Action
Research and curriculum
innovations
Assessment of Learning To ensure effective implementation
of the management of learning
assessment in schools and learning
centers for better learning outcomes
• FGDs and Needs-Assessment
Accomplishment Reports
• Number of conducted approved
FGDs/ Orientations/ Re-
Orientations/Coaching/
Mentoring sessions
• Compendium of instructional
interventions/ best practices
based on analyzed Quarterly
Assessment results per learning
• Report on instructional
interventions implemented in
schools/LCs
• Number of Schools and LCs
implementing and utilizing the
Consolidated Quarterly
Assessment Result/Analysis
Report per learning area
• Number on instructional
interventions implemented in
schools/LCs
To lead in the development of
contextualized assessment tools to
diagnose learners and determine
their mastery level in the different
learning areas
• Inventory/list of
Localized/contextualized
assessment tools (diagnostic,
and summative, tests)
• Number of developed
localized/contextualized
assessment tools
Learning Resources
Management and
Development
To conduct needs assessment on
type/kind of learning resources to
be developed
• Inventory of learning resources
needs
• Number of book inventory of
learning resources needs
updated
4. Office Functions _v.3
SDO _ Curriculum Implementation Division
p. 4 of 6
Key Results Areas Objectives Outputs Output Indicators
• Division Learning Resource
Technical Assistance Plan
• Approved and implemented
DLR TA Plan
To lead in the development and
quality assurance of contextualized
learning resources by learning area
for schools and learning centers
• Developed quality assured and
validated contextualized
learning resources
• Number of developed quality-
assured and validated
contextualized learning
resources
To lead in the uploading of the
validated and finalized
contextualized learning resources
in the official LR Portal
• Uploaded and published
contextualized LRs in the official
LR Portal
• Number of uploaded and
published contextualized LRs in
the LR portal
To monitor and evaluate the
utilization of learning resources
based on needs and standards.
• M & E Tool in the utilization of
contextualized learning
resources
• Updated M&E tool
• Consolidated Monitoring and
evaluation reports on utilization
of LRs
• Number of utilized LRs based
on the M&E report
Technical Assistance on
Curriculum
Implementation
To provide technical assistance to
school heads, and instructional
managers on curriculum and
special curricular programs
(SCPs)/programs, projects,
activities (PPAs) implementation
for the improvement of
instructional leadership
competence, learning resource
management, learning delivery,
and assessment of learning
• Consolidated TA Needs
Assessment Report
• Approved TA Plan
• TA contract/agreement
• TA Accomplishment report
• Number of schools and LCs
with TA needs
assessment/analysis report
• Number of submitted
accomplished TA Plans
• Number of school heads,
teachers, and instructional
managers provided with TA
along their identified needs
• Number of approved TA Plans
5. Office Functions _v.3
SDO _ Curriculum Implementation Division
p. 5 of 6
Key Results Areas Objectives Outputs Output Indicators
To provide Technical Assistance
(TA) on classroom management to
school heads, teachers, and
instructional managers, inclusive of
the development skills,
instructional competence, and
action research
• TA Needs Assessment Report
on Classroom Management
• TA Plan submitted and stamped
received
• Consolidated TA plan result
arrayed and analyzed
• Number of TA accomplishment
reports submitted to the
appropriate office
To provide technical assistance in
the conduct of basic and/or action
research on curriculum
management and instructional
supervision
• Proposed and Completed Basic
and/or Action Research and
curriculum innovations
• Number of school heads and
teachers provided with TA
on action research and
curriculum innovations across
subject areas/grade levels
• Identified needs on Curriculum
management and Instructional
supervision for basic and/or
action research
• Number of Curriculum
management and Instructional
supervision need included in
basic and/or action research
Office Administration
and Performance
Management
To establish and maintain systems
and processes geared towards
administrative effectiveness and
efficiency
● Operations Manual and/or
Citizens Charter
● Document Tracking System
● Streamlined Processes/Services
and Procedures as declared in the
Operations Manual and Citizen
Charter
● Operational document tracking
system
● Administrative and Financial
Reports
● Number of pertinent forms and
documents accomplished and
stamped received on time by the
appropriate offices.
To promote a culture of
excellence, innovation, and
collaboration
● List of employees given rewards
and recognition
● Number of recognition
initiatives conducted
● CCSS rating received
6. Office Functions _v.3
SDO _ Curriculum Implementation Division
p. 6 of 6
● Report on actions taken relative
to the Citizen/Client Satisfaction
Survey (CCSS) Results, if any
● Report on Actions taken relative
to the CCSS results (if there’s
any)
● Number of satisfied clients/
customers based on feedback
received
To conduct periodic monitoring
and evaluation of office/staff
performance for the provision of
relevant learning and development
programs
● IPCRF/OPCRF Accomplishments
● Capacitated staff
● Training Completion/Terminal
Reports
● Summary of developmental
needs as reflected in the
OPCRF/IPCRF
● Percentage of achievement of
IPCRF/OPCRF
● Number of personnel who
attended learning and
development programs
● Approved Annual Learning and
Development Plan for teaching
and non-teaching personnel
● Report on performance coaching ● Number of performance coaching
activity conducted
● Number of Performance reviews
conducted
