Different performance monitoring models are appropriate for different funders.
JET's Godwin Khoza speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
Case Study on a Global Learning ProgramMartin Rehm
The document describes a case study of a global learning program between 2006-2007 that involved 400 middle and top managers across 100 offices of a large international organization. The program aimed to enhance skills and capacity through a blended learning approach combining online modules and a face-to-face workshop. Results found that the 2007 cohort had significantly higher scores than 2006 in areas like collaboration, analysis skills, and career benefits. Lessons learned stressed the importance of situated, collaborative, and apprenticeship-style learning models as well as managing workload and facilitating online discussions.
This document discusses the importance of using evidence and data to drive educational practice and maximize student learning outcomes. It summarizes research from over 900 meta-analyses involving 50,000+ studies on visible learning. Key findings include that teacher professional development, feedback, formative assessment, and setting clear learning goals have among the highest effects on student achievement. The document encourages educational leaders to prioritize tasks like teacher learning over less impactful areas and focus on student progress. Leaders are advised to accurately assess their impact and culture of feedback using evidence.
This document provides information about the implementation of Measures of Student Learning (MSLs) in North Carolina. It discusses that MSLs are statewide assessments designed to measure student growth in non-tested grades and subjects to provide data for teacher evaluations. The document outlines the rationale for MSLs, the process of design and administration through an LEA-NCDPI partnership, expectations for LEA implementation plans, and resources for support.
Ball Foundation-RUSD Partnership Final Evaluation ReportRex Babiera
The final report (presented to the foundation board) of an evaluation of the Ball Foundation's partnership with Rowland Unified School District, prepared by Catherine Awsumb Nelson, Ph.D., independent evaluator.
The document discusses three examples of loosely organized work or "adhocracies" in Austin, Texas:
1) Lone wolves, describing how adhocracies work inside organizations through a case study of a search engine optimization firm.
2) Nonemployee firms, examining how adhocracies work outside organizations through two graphic design businesses.
3) Coworking spaces, exploring how adhocracies form between organizations by bringing together independent workers in shared work environments.
This document discusses 6 key components of information systems - hardware, software, peopleware, data, process, and networks. It provides examples of operating systems like Windows XP, Vista, Windows 7, Macintosh, and Linux. It also mentions mind mapping and blogging as examples.
"Data is not the plural of anecdote!" If you've heard this, you're probably a qualitative researcher, and you've been wondering how to inject more rigor into your methodology. This workshop, presented at Syracuse University and at ATTW 2016, discusses the principles of modeling qualitative data. It covers three main types of models and variations, discussing what they're for and how they can be used to more rigorously compare, understand, and interpret your data.
Case Study on a Global Learning ProgramMartin Rehm
The document describes a case study of a global learning program between 2006-2007 that involved 400 middle and top managers across 100 offices of a large international organization. The program aimed to enhance skills and capacity through a blended learning approach combining online modules and a face-to-face workshop. Results found that the 2007 cohort had significantly higher scores than 2006 in areas like collaboration, analysis skills, and career benefits. Lessons learned stressed the importance of situated, collaborative, and apprenticeship-style learning models as well as managing workload and facilitating online discussions.
This document discusses the importance of using evidence and data to drive educational practice and maximize student learning outcomes. It summarizes research from over 900 meta-analyses involving 50,000+ studies on visible learning. Key findings include that teacher professional development, feedback, formative assessment, and setting clear learning goals have among the highest effects on student achievement. The document encourages educational leaders to prioritize tasks like teacher learning over less impactful areas and focus on student progress. Leaders are advised to accurately assess their impact and culture of feedback using evidence.
This document provides information about the implementation of Measures of Student Learning (MSLs) in North Carolina. It discusses that MSLs are statewide assessments designed to measure student growth in non-tested grades and subjects to provide data for teacher evaluations. The document outlines the rationale for MSLs, the process of design and administration through an LEA-NCDPI partnership, expectations for LEA implementation plans, and resources for support.
Ball Foundation-RUSD Partnership Final Evaluation ReportRex Babiera
The final report (presented to the foundation board) of an evaluation of the Ball Foundation's partnership with Rowland Unified School District, prepared by Catherine Awsumb Nelson, Ph.D., independent evaluator.
The document discusses three examples of loosely organized work or "adhocracies" in Austin, Texas:
1) Lone wolves, describing how adhocracies work inside organizations through a case study of a search engine optimization firm.
2) Nonemployee firms, examining how adhocracies work outside organizations through two graphic design businesses.
3) Coworking spaces, exploring how adhocracies form between organizations by bringing together independent workers in shared work environments.
This document discusses 6 key components of information systems - hardware, software, peopleware, data, process, and networks. It provides examples of operating systems like Windows XP, Vista, Windows 7, Macintosh, and Linux. It also mentions mind mapping and blogging as examples.
"Data is not the plural of anecdote!" If you've heard this, you're probably a qualitative researcher, and you've been wondering how to inject more rigor into your methodology. This workshop, presented at Syracuse University and at ATTW 2016, discusses the principles of modeling qualitative data. It covers three main types of models and variations, discussing what they're for and how they can be used to more rigorously compare, understand, and interpret your data.
2012 11 13 Classroom Management with CAF - Another StepHugo Caldeira
Another Step's presentation in the International Seminar about the work we are implementing in schools, after CAF, with the Pedagogical Development Framework. This helped to focus the improvement actions plan on Classroom activities (top management and teacher effort).
1. The vision, mission, and goals that guide the evaluation system.
2. An introduction explaining that the system is based on Dr. Robert Marzano's research and aims to improve instruction through collaboration and professional development.
3. An outline of the evaluation process for different categories of teachers and the criteria used in final evaluations.
TASC: Teams in Academic Service Centers: A Model for Intervention and Extension within the School Day. A presentation by
ConVal Regional High School
to the NEASC/CPSS Conference 2012 Showcase of Model School Programs, October 11, 2012, Westford Regency Inn and Conference Center, Westford, MA.
Conval High School has designed TASC (Teams in Academic Service Centers) as a daily response to intervention block (RTI). This model was presented at the New England Association of Schools and Colleges/Committee on Public Secondary Schools "Showcase of Model School Programs" on Thursday, October 11, 2012 at the Westford Regency Inn and Conference Center, Westford, MA.
The document outlines Cerdon College's strategic agenda and priorities for 2011. It focuses on 1) the strategic agenda set by the CEO, 2) the school's strategic agenda, and 3) specific areas of focus around teaching and learning, assessment, pastoral care, and technology. Key priorities include literacy, numeracy, strategic resourcing, Catholic formation, professional learning, assessment practices, and the role of the assistant principal for pastoral care.
This document discusses curriculum business models (CBM) and provides an overview of the tools and processes it offers. CBM aims to put the student learning journey at the heart of module design. It introduces common frameworks and terminology as well as structured design, specification, and review processes. Key views in CBM include activity planners, module maps, cost effectiveness, and module performance. The document outlines the module design and review processes in CBM and how it can be used to share successful designs, encourage new models, and clearly articulate designs to students.
The 3-day S.T.A.R. Summer Institute provided professional development for teachers, with the goal of increasing academic performance for low-performing students. Day 1 focused on program overview and breakout sessions. Day 2 provided Corrective Reading training and math development. Day 3 continued Corrective Reading and math training, and covered incorporating technology in the classroom. S.T.A.R. aimed to increase student advocacy, technology use, academic coaching, and the academic performance of S.T.A.R. students compared to similar low-performing students not in the program.
The document provides an overview of materials for a strategic planning meeting focusing on education in Region 14 Public Schools, including an introduction, planning messages, and information on goals for student learning, teaching and instruction, leadership focus, professional evaluation and support, and aligning resources with priorities.
- The document discusses North Carolina's plan to rate teachers and principals on standards 6 and 8, which relate to student growth and academic achievement.
- It will use EVAAS, the state's value-added assessment system, to measure growth when possible for these standards.
- Ratings on standards 6 and 8 will have 3 categories - Does Not Meet, Meets, and Exceeds Expected Growth.
This document provides an overview of educational reform efforts over time from the 1980s to present day. It summarizes the key areas of focus for each era, including learning goals, assessment protocols, accountability measures, teacher preparation, curriculum standards, testing tools, and views of student abilities. The evolution has moved from locally determined standards to common standards and assessments across many states. It also outlines the common core state standards initiative and new smarter balanced assessments that will be implemented in coming years.
The document provides information on student support services in the Good Spirit School Division (GSSD) including:
1) Statistics on the student population in GSSD as of September 2011 including total enrollment, students new to GSSD, full time equivalents, students transferring from other areas.
2) An overview of GSSD's continuum of support for all students focusing on effective core instruction, screening tools, and levels of intervention from classroom teachers to student support teachers to professional service providers.
3) Goals for 2011-2012 including increasing ratings on GSSD's service delivery rubric and building an inter-professional team through processes like inter-disciplinary meetings and referral intake meetings.
Yes / No Gender split
Section 2. Lesson/Session Information
Lesson/Session title
Learning outcomes
Brief description of lesson/session content and activities
Resources required
Health and safety considerations
Literacy/Numeracy opportunities
Any other relevant information
Tutor signature: Date:
Observer signature: Date:
Please return this form to the observer at least one week prior to the observation date.
Thank you for your co-operation and participation in the TALO process.
The observer will contact you to arrange a time for feedback within 2 working days of the observation.
NMIT OBSERVATION EVIDENCE
This document provides information on an Organisational Behaviour course offered at the International Islamic University Malaysia. The course is for undergraduate students in their 2nd to 4th year, offered in semester 1 of the 2012/2013 academic year. It is a 3-credit hour course that will be taught through lectures, case studies, exercises and presentations. Students will be evaluated through quizzes, assignments, presentations, exams and a term paper to assess their learning based on the course objectives. The course will cover topics like diversity, attitudes, motivation, teams, leadership and change from an organizational behavior perspective over 12 weeks.
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
The document provides a short guide for parents on assessment in the MYP at Mesa Middle School. It discusses the MYP philosophy of assessment, which focuses on what students know and can do with their knowledge. Assessments are criterion-referenced and aim to be performance-based and authentic. Formative assessments provide feedback to support learning, while summative assessments measure growth. At Mesa, assessments use 8-point scales instead of percentages, and progress is reported every 6 weeks instead of by quarter. Subject criteria are defined by the IB and converted to letter grades on semester reports. Rubrics are developed from grade descriptors to ensure consistent application. Final grades incorporate criteria levels from various assessment tasks completed over the course.
This document discusses assessment challenges in higher education. It notes increased pressures on staff from the new fee and funding regime as well as raised student expectations. The key question is what the deal will be regarding assessment expectations and workload. The document outlines some serious curriculum design and quality assurance issues beyond individual teachers. It discusses formative assessment, feedback, and developing student autonomy. Several studies are referenced that show feedback is often not helpful or timely for students. The document argues students need support to develop as autonomous learners and appreciate academic standards. Overall it addresses balancing assessment expectations with realistic workloads in challenging higher education times.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The proposed regulations aim to establish an effective evaluation system for teachers and principals as required by the TEACHNJ Act. Key elements include evaluating teacher practice based on observations and incorporating multiple measures of student growth, including standardized test scores and locally-calculated student learning objectives. Principal evaluations will similarly include measures of student growth and school environment. The regulations provide frameworks for teacher and principal practice protocols and require districts to develop evaluation policies aligned with the law.
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. The study found that lockdowns led to short-term reductions in nitrogen dioxide and fine particulate matter concentrations globally. However, the decreases in air pollution were temporary and levels rose back to normal once lockdown restrictions were lifted and activity resumed.
2012 11 13 Classroom Management with CAF - Another StepHugo Caldeira
Another Step's presentation in the International Seminar about the work we are implementing in schools, after CAF, with the Pedagogical Development Framework. This helped to focus the improvement actions plan on Classroom activities (top management and teacher effort).
1. The vision, mission, and goals that guide the evaluation system.
2. An introduction explaining that the system is based on Dr. Robert Marzano's research and aims to improve instruction through collaboration and professional development.
3. An outline of the evaluation process for different categories of teachers and the criteria used in final evaluations.
TASC: Teams in Academic Service Centers: A Model for Intervention and Extension within the School Day. A presentation by
ConVal Regional High School
to the NEASC/CPSS Conference 2012 Showcase of Model School Programs, October 11, 2012, Westford Regency Inn and Conference Center, Westford, MA.
Conval High School has designed TASC (Teams in Academic Service Centers) as a daily response to intervention block (RTI). This model was presented at the New England Association of Schools and Colleges/Committee on Public Secondary Schools "Showcase of Model School Programs" on Thursday, October 11, 2012 at the Westford Regency Inn and Conference Center, Westford, MA.
The document outlines Cerdon College's strategic agenda and priorities for 2011. It focuses on 1) the strategic agenda set by the CEO, 2) the school's strategic agenda, and 3) specific areas of focus around teaching and learning, assessment, pastoral care, and technology. Key priorities include literacy, numeracy, strategic resourcing, Catholic formation, professional learning, assessment practices, and the role of the assistant principal for pastoral care.
This document discusses curriculum business models (CBM) and provides an overview of the tools and processes it offers. CBM aims to put the student learning journey at the heart of module design. It introduces common frameworks and terminology as well as structured design, specification, and review processes. Key views in CBM include activity planners, module maps, cost effectiveness, and module performance. The document outlines the module design and review processes in CBM and how it can be used to share successful designs, encourage new models, and clearly articulate designs to students.
The 3-day S.T.A.R. Summer Institute provided professional development for teachers, with the goal of increasing academic performance for low-performing students. Day 1 focused on program overview and breakout sessions. Day 2 provided Corrective Reading training and math development. Day 3 continued Corrective Reading and math training, and covered incorporating technology in the classroom. S.T.A.R. aimed to increase student advocacy, technology use, academic coaching, and the academic performance of S.T.A.R. students compared to similar low-performing students not in the program.
The document provides an overview of materials for a strategic planning meeting focusing on education in Region 14 Public Schools, including an introduction, planning messages, and information on goals for student learning, teaching and instruction, leadership focus, professional evaluation and support, and aligning resources with priorities.
- The document discusses North Carolina's plan to rate teachers and principals on standards 6 and 8, which relate to student growth and academic achievement.
- It will use EVAAS, the state's value-added assessment system, to measure growth when possible for these standards.
- Ratings on standards 6 and 8 will have 3 categories - Does Not Meet, Meets, and Exceeds Expected Growth.
This document provides an overview of educational reform efforts over time from the 1980s to present day. It summarizes the key areas of focus for each era, including learning goals, assessment protocols, accountability measures, teacher preparation, curriculum standards, testing tools, and views of student abilities. The evolution has moved from locally determined standards to common standards and assessments across many states. It also outlines the common core state standards initiative and new smarter balanced assessments that will be implemented in coming years.
The document provides information on student support services in the Good Spirit School Division (GSSD) including:
1) Statistics on the student population in GSSD as of September 2011 including total enrollment, students new to GSSD, full time equivalents, students transferring from other areas.
2) An overview of GSSD's continuum of support for all students focusing on effective core instruction, screening tools, and levels of intervention from classroom teachers to student support teachers to professional service providers.
3) Goals for 2011-2012 including increasing ratings on GSSD's service delivery rubric and building an inter-professional team through processes like inter-disciplinary meetings and referral intake meetings.
Yes / No Gender split
Section 2. Lesson/Session Information
Lesson/Session title
Learning outcomes
Brief description of lesson/session content and activities
Resources required
Health and safety considerations
Literacy/Numeracy opportunities
Any other relevant information
Tutor signature: Date:
Observer signature: Date:
Please return this form to the observer at least one week prior to the observation date.
Thank you for your co-operation and participation in the TALO process.
The observer will contact you to arrange a time for feedback within 2 working days of the observation.
NMIT OBSERVATION EVIDENCE
This document provides information on an Organisational Behaviour course offered at the International Islamic University Malaysia. The course is for undergraduate students in their 2nd to 4th year, offered in semester 1 of the 2012/2013 academic year. It is a 3-credit hour course that will be taught through lectures, case studies, exercises and presentations. Students will be evaluated through quizzes, assignments, presentations, exams and a term paper to assess their learning based on the course objectives. The course will cover topics like diversity, attitudes, motivation, teams, leadership and change from an organizational behavior perspective over 12 weeks.
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
The document provides a short guide for parents on assessment in the MYP at Mesa Middle School. It discusses the MYP philosophy of assessment, which focuses on what students know and can do with their knowledge. Assessments are criterion-referenced and aim to be performance-based and authentic. Formative assessments provide feedback to support learning, while summative assessments measure growth. At Mesa, assessments use 8-point scales instead of percentages, and progress is reported every 6 weeks instead of by quarter. Subject criteria are defined by the IB and converted to letter grades on semester reports. Rubrics are developed from grade descriptors to ensure consistent application. Final grades incorporate criteria levels from various assessment tasks completed over the course.
This document discusses assessment challenges in higher education. It notes increased pressures on staff from the new fee and funding regime as well as raised student expectations. The key question is what the deal will be regarding assessment expectations and workload. The document outlines some serious curriculum design and quality assurance issues beyond individual teachers. It discusses formative assessment, feedback, and developing student autonomy. Several studies are referenced that show feedback is often not helpful or timely for students. The document argues students need support to develop as autonomous learners and appreciate academic standards. Overall it addresses balancing assessment expectations with realistic workloads in challenging higher education times.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The proposed regulations aim to establish an effective evaluation system for teachers and principals as required by the TEACHNJ Act. Key elements include evaluating teacher practice based on observations and incorporating multiple measures of student growth, including standardized test scores and locally-calculated student learning objectives. Principal evaluations will similarly include measures of student growth and school environment. The regulations provide frameworks for teacher and principal practice protocols and require districts to develop evaluation policies aligned with the law.
Similar to Choose wisely - Serious Social Investing 2013 (20)
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. The study found that lockdowns led to short-term reductions in nitrogen dioxide and fine particulate matter concentrations globally. However, the decreases in air pollution were temporary and levels rose back to normal once lockdown restrictions were lifted and activity resumed.
This document discusses reliable reporting for social development projects. It notes that reporting has shifted from solely accounting and governance to also incorporating social development goals. A good monitoring and evaluation (M&E) framework is key, distinguishing monitoring from evaluation. Monitoring ensures implementation and self-reporting, while evaluation assesses outcomes and impact through external review. The framework must link strategy to M&E and provide a theory of change to connect activities to goals. Funders and organizations must work together to co-create appropriate M&E without overburdening organizations.
Social investment is no longer just about what funders spend.
The FirstRand Group's Sizwe Nxasana speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
How funders consume information dictates how they should collect it.
The RMB Fund's Yvette Nowell speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
Different performance monitoring models are appropriate for different funders.
JPAL's Kamilla Gumede speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
This document discusses ensuring data quality for funders. It notes that funders can lapse in terms of data quality and consistency, and provides some tools to address this, such as data quality audits. For small funders on limited budgets, it recommends deciding on desired outcomes, using data for site/participant selection, requiring capacity building, and auditing data quality. The document provides various examples of reporting data issues and suggests investing in data quality will lead to better quality data.
Knowing what you you want to change should help how you go about making that change.
The Ubuntu Fund's Jacob Lief speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
Learn about how the South African government uses monitoring and evaluation to assess its performance.
Dr Ian Goldman, from the Department of Performance Monitoring and Evaluation: The Presidency, speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
Design and implement social investment programmes that speak to your vision.
Dr Elmie Castleman and Dr Sue Cook from the Royal Bafokeng Nation speak at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
The document discusses the Michael & Susan Dell Foundation's work using data and performance management to improve education outcomes. It outlines key lessons learned, including:
1) Easing data collection burdens on schools is important for successful adoption.
2) Tools should support a shift from compliance-focused to support-focused management to improve outcomes.
3) Extensive stakeholder engagement is needed to design effective tools and ensure uptake.
The foundation is working with districts in South Africa to establish data-driven management through dashboards, routines, and training while easing data collection burdens on schools. The goal is to improve learner performance by empowering districts with insights from education data.
Consider funding advocacy to amplify social investment impact.
SECTION27's Mark Heywood speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
The document discusses various obstacles faced by small enterprises both locally and internationally. It notes that small businesses share many common challenges related to fear of failure, lack of access to opportunities, funding, skills and networks. An example from Barcelona, Spain called Barcelona Activa is provided, which supports entrepreneurs through programs focused on entrepreneurship, businesses, human capital, employment, and innovation. Challenges facing small businesses and cooperatives in South Africa are also outlined, including literacy, financing, marketing and operational issues. Recommendations include increasing funding, improving the policy environment, building entrepreneur skills and training, and strengthening the small business ecosystem.
Presented during Tshikululu Social Investments' 2011 Serious Enterprise Development workshop.
How do the objectives of enterprise development under B-BBEE codes compare to those in other countries? Dr Woolley will review the basis of ED qualification under the codes; ask how a company
might engage in value-adding ED in a way that aligns with business strategy; and consider what to do, and what not to do, during the implementation of ED.
Presented during Tshikululu Social Investments' 2011 Serious Enterprise Development workshop.
Enterprise development is a multi-faceted and complex endeavour with simple solutions. One of the greatest challenges it faces is the satisfaction of competing agendas of multiple partners, each monitoring different key performance indicators and reporting on different time-lines to different stakeholders.
The document discusses various obstacles faced by small enterprises both locally and internationally. It notes that small businesses share many common challenges related to fear of failure, lack of access to opportunities, funding, skills and networks. As an example, it outlines the work of Barcelona Activa, a municipal organization that supports entrepreneurs and job creation through programs focused on entrepreneurship, businesses, human capital, employment, and innovation. Recommendations for supporting small businesses in South Africa include improving access to funding, developing the entrepreneurial ecosystem, and providing skills training.
The document discusses asset-based community development (ABCD), which focuses on identifying and mobilizing community assets rather than deficiencies. It emphasizes that communities possess untapped skills, knowledge, associations, and other resources. ABCD aims to stimulate community-driven development by strengthening local agency and catalyzing change from within. The document contrasts this approach with traditional needs-based frameworks that emphasize problems and promote dependency on external aid.
Presented during Tshikululu Social Investments' second annual Serious Social Investing workshop, which took place on 17 and 18 March 2011.
Mothomang Diaho (Head of dialogue programme: Nelson Mandela Foundation) believes that most companies and organisations have very
clear policies that spell out their commitment to community engagement and community development.
Unfortunately, the manner in which communities are
engaged and consulted have often lacked inclusiveness
and structure.
The risks associated with this are farreaching and specific methodologies should be used for the success of structured and strategic community engagements. Dr Diaho shows how.
Presented during Tshikululu Social Investments' second annual Serious Social Investing workshop, which took place on 17 and 18 March 2011.
Janina Martin (Director: K3 Strategies) discusses job creation attempts, using the platform of Setas as examples.
The document discusses the importance of developing exit strategies when providing grants to organizations. It notes that exit strategies help ensure clarity, maintain a healthy relationship between the donor and grantee, and allow the work to continue after funding ends. Effective exit strategies involve transparent communication, realistic timelines, capacity building efforts, and planning to transition organizations to other sources of funding.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Evaluation of the Bojanala Systemic Improvement Project
Profiles Baselines Follow up
Investment
Decisions
Progress Impact Sustainability X
Teacher RBAT &
Diagnostic tests
Teacher
Standardised tests
Learner
performance
Annual OPR
2
3. Results of the RBAT on Math Literacy
100%
90%
80%
70%
60%
Score (%)
RBAT: July 2010
50%
Diag 1: January 2011
40%
Diag 2: September 2011
30% Diag 3: October 2012
20%
10%
0%
ML1 ML2 ML3 ML4 ML5 ML6 ML7 ALL
Teacher Identifier
3
4. Uses of the tests
• Designing the teacher development interventions
• Adjusting teacher development interventions
• Personal target setting by teachers
• Increasing the demand for teachers among teachers, e.g. on
mentorships
• Management awareness and decisions about teacher
development dynamics
4
5. BSSIP FET TEACHER DEVELOPMENT DOSAGE: 2010/2011
Q1 Q2 Q3 Q4
YEAR
INTERVENTION DOSAGE M1 M2 M3 TOTAL M4 M5 M6 TOTAL M7 M8 M9 TOTAL M10 M11 M12 TOTAL
TOTAL
CONTENT DEVELOPMENT 12 12 12 36
SELF-DIRECTED LEARNING 0
ONSITE MENTORING AND
SUPPORT PER TEACHER
2 2 2 6
PROFESSIONAL LEARNING
CLUSTERS
0
TOTAL HOURS PER TERM
PER TEACHER
14 14 14 42
TOTAL HOURS PER YEAR
PER TEACHER
84
5
6. BSSIP FET TEACHER DEVELOPMENT DOSAGE: 2012
Q1 Q2 Q3 Q4
YEAR
INTERVENTION DOSAGE M1 M2 M3 TOTAL M4 M5 M6 TOTAL M7 M8 M9 TOTAL M10 M11 M12 TOTAL
TOTAL
CONTENT DEVELOPMENT 19 19 19 19 19 19 19 19 76
SELF-DIRECTED LEARNING 12 12 12 36 12 12 12 36 12 12 12 36 12 12 24 132
ONSITE MENTORING AND
0 6 6 12 6 6 12 6 6 12 6 6 0 12 48
SUPPORT PER TEACHER
PROFESSIONAL LEARNING
2 2 4 2 2 4 2 2 4 2 2 4 16
CLUSTERS
TOTAL HOURS PER TERM
70 88 88 74 320
PER TEACHER
6
7. Challenges in implementing the tests
• Negative perceptions about teacher testing
• Weak standardisation – because the course content covered
during the year varies. Only difficulty level and cognitive
demand levels were standardised
• Vacancies and attrition (27 – 23 teachers )
7
10. FP Numeracy
Highest scores:
Basic operations and money
Struggle: Manipulating digits to get largest difference
Middle scores:
Counting, number concept and place value
Fractions, techniques, patterns and flow diagrams, maps and grids
Struggle: Writing ordinal number in words, number pattern involving digital time,
Completion of number pattern up to seventh term
Lowest scores:
Shapes and objects
Time, mass, volume and length, area and perimeter
Graphs and data interpretation
Struggle: Problems where hours needs to be converted to days
Definitions for mass, weight and capacity
Evaluating the information in a graph critically
Listing outcomes for a simple trial
Reflection of a object
Drawing a rectangle with a specific perimeter on a grid
10 using tiling to calculate area
11. Evaluation of the Bojanala Systemic Improvement Project
Need for cost-
Profiles Baselines Follow up benefit analysis
Investment
Decisions
Progress Impact Sustainability X
Teacher RBAT &
Diagnostic tests
Teacher
Standardised tests
Learner
performance
Annual OPR
11