From: SLLA Crash Course (2017). With two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. This is a review session that I hold that documents what an education leader may encounter. Each of the questions in this powerpoint focus on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
This document discusses key elements of school-based disaster risk management. It provides examples of successes implementing the second pillar in Indonesia, Guatemala, and Angola. Challenges include plans being written for rather than by schools, underutilization of local staff, and poor support infrastructure. Next steps include dividing labor, fully integrating schools into disaster management committees, scaling programs beyond pilots, and using drills to test outcomes.
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
This document outlines the Roxas City Division of Basic Education's Learning Continuity and Recovery Plan (BE-LCRP) for School Year 2022-2023. It discusses the accomplishments and best practices from the previous year, and how data analysis will inform projections and plans for the new school year. Key areas that will be addressed include readiness of learning facilities and personnel, implementation of teacher training, wellness programs, and strengthening engagement with parents/guardians and other stakeholders. Progress will be monitored through defined monitoring schemes to ensure the objectives of the BE-LCRP are achieved.
This document contains a collection of scattered articles and sections related to various topics including human rights, conflicts over water and natural resources, education in Asia, and the structure of educational systems. Specifically, it discusses conflicts in the Philippines, the Middle East, Rwanda, and Ecuador. It also includes portions of the Universal Declaration of Human Rights covering life, liberty, slavery, discrimination, movement, thought, assembly, social security, work, rest, standard of living, and duties to the community. Sections on education address private schools, chartered schools, teaching quality, educational technology, computer programming, computers as versatile tools, and the pre-school to graduate level structure.
This document summarizes the findings of a study on the academic performance and attitudes towards practical research of Grade 12 students who were exposed to strategic intervention materials. The study found that:
1) Students' attitudes towards research improved after the intervention, though the time period may not have been enough to significantly change behaviors.
2) Students demonstrated improved academic achievement from midterm to final grading periods.
3) There was a significant relationship found between students' attitude of liking research and their academic performance. The intervention had little effect on other attitudes measured. More time may be needed to modify attitudes.
Technology & Education - A Primer for 21st century education & beyondFlexiSAF Edusoft
This document discusses technology integration in 21st century education. It begins with an overview of technology in education and 21st century education. Some key aspects of 21st century education discussed include the educational structure moving from traditional to digital, learning environments shifting from brick-and-mortar to online/virtual, and teaching approaches changing from teacher-centered to learner-centered. The document then examines various technologies that can be used for 21st century pedagogy and assessment before analyzing factors for successful technology integration. It concludes by looking at the future of technology in education beyond the 21st century.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
This document discusses key elements of school-based disaster risk management. It provides examples of successes implementing the second pillar in Indonesia, Guatemala, and Angola. Challenges include plans being written for rather than by schools, underutilization of local staff, and poor support infrastructure. Next steps include dividing labor, fully integrating schools into disaster management committees, scaling programs beyond pilots, and using drills to test outcomes.
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
This document outlines the Roxas City Division of Basic Education's Learning Continuity and Recovery Plan (BE-LCRP) for School Year 2022-2023. It discusses the accomplishments and best practices from the previous year, and how data analysis will inform projections and plans for the new school year. Key areas that will be addressed include readiness of learning facilities and personnel, implementation of teacher training, wellness programs, and strengthening engagement with parents/guardians and other stakeholders. Progress will be monitored through defined monitoring schemes to ensure the objectives of the BE-LCRP are achieved.
This document contains a collection of scattered articles and sections related to various topics including human rights, conflicts over water and natural resources, education in Asia, and the structure of educational systems. Specifically, it discusses conflicts in the Philippines, the Middle East, Rwanda, and Ecuador. It also includes portions of the Universal Declaration of Human Rights covering life, liberty, slavery, discrimination, movement, thought, assembly, social security, work, rest, standard of living, and duties to the community. Sections on education address private schools, chartered schools, teaching quality, educational technology, computer programming, computers as versatile tools, and the pre-school to graduate level structure.
This document summarizes the findings of a study on the academic performance and attitudes towards practical research of Grade 12 students who were exposed to strategic intervention materials. The study found that:
1) Students' attitudes towards research improved after the intervention, though the time period may not have been enough to significantly change behaviors.
2) Students demonstrated improved academic achievement from midterm to final grading periods.
3) There was a significant relationship found between students' attitude of liking research and their academic performance. The intervention had little effect on other attitudes measured. More time may be needed to modify attitudes.
Technology & Education - A Primer for 21st century education & beyondFlexiSAF Edusoft
This document discusses technology integration in 21st century education. It begins with an overview of technology in education and 21st century education. Some key aspects of 21st century education discussed include the educational structure moving from traditional to digital, learning environments shifting from brick-and-mortar to online/virtual, and teaching approaches changing from teacher-centered to learner-centered. The document then examines various technologies that can be used for 21st century pedagogy and assessment before analyzing factors for successful technology integration. It concludes by looking at the future of technology in education beyond the 21st century.
This document contains multiple choice questions about education in the Philippines. It covers topics like the introduction of intelligence testing, republic acts related to education, philosophies of learning, classroom management strategies, teaching ethics, and the history of the Philippine educational system under different regimes.
Praxis (SLLA and CORE) Workshop: Educational Leadership - Indianapolis 2/15Brent Daigle, Ph.D.
Praxis Workshop: (SLLA & CORE) Educational Leadership Exam
Sat – Feb 15
10:00am – 1 pm
For more details or to reserve a seat in the class email: drbrentdaigle@praxisreview.org
You've passed the SLLA exam, now what? Your journey is only beginning. The path to successful school leadership begins with the search and obtainment of your first school administrator job. I have talked about this process before, and went through the same thing 4 years ago. You can hopefully benefit from my mistakes and my positive experiences, which I will share with you.
Tips for LET (Licensure Examination for Teachers) TakersAntonio Delgado
The document provides tips for let takers on preparing for and taking exams. It recommends registering early, studying the table of specifications to understand exam content, reviewing material regularly, and practicing higher-order thinking skills. On exam day, it suggests coming prepared with food and drinks, listening carefully to instructions, and using techniques like the cancellation method to answer multiple choice questions. It stresses maintaining a positive mindset and not stressing after completing the exam.
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include knowing your strong and weak subjects, understanding theories and concepts, improving analytical skills, reviewing all subject areas, preparing for the exam, getting enough sleep, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, tracking skipped questions, and being careful of conditional words. The overall recommendations are to thoroughly prepare through review, practice analytical skills, and use effective test-taking strategies.
Personal and professional attributes and interpersonal effectivenesstitserchriz Gaid
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISIONCey Gloria
This document summarizes several laws related to school administration and supervision in the Philippines. It outlines the historical development of school administration from the Philippine Commission established by the U.S. president in 1901 to the current laws. It then categorizes laws related to school organization and control, teaching personnel, school curriculum, and students/pupils. Some key laws mentioned include the Philippine Constitution, the Education Act of 1940, and laws establishing the Board of Education and standardizing teacher salaries.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides a 1000 question national qualifying exam for principals covering topics like child-friendly schools, procurement processes, DepEd programs, and school site planning. It includes sample questions testing knowledge of laws, regulations, and best practices for principals. Additional reading materials are suggested for further review on subjects relevant to becoming an effective school leader.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses the need to change schools to prepare students for the 21st century. It argues that schools need to shift from a 20th century, teacher-centered model to a 21st century, student-centered model where students are active learners and teachers facilitate project-based learning. It also notes that today's students have grown up with technology and need digital tools to remain engaged as lifelong learners. Effective school leaders must invest in professional development to help teachers transition to new student-centered strategies and leverage technology to improve teaching and learning.
The document contains multiple choice questions about various topics related to education including learning, assessment, teaching strategies, learning theories, and philosophers. It does not provide any clear narrative or overall theme to summarize.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
This document discusses several aspects of the Philippine educational system. It begins by stating that teachers were not required to have a professional license until R.A. 7836 was passed in 1994. It then notes that the Philippine system is tri-focalized with DepEd overseeing basic education, CHED for higher education, and TESDA for vocational education. Religion can be taught once a week during lunch breaks in public schools per the Constitution. R.A. 9155 transferred all sports programs from DepEd to the Philippine Sports Commission. Finally, it identifies that the school is considered the "heart of the formal education system" according to R.A. 9155.
LET Practice test in Professional Education-principles and strategies in teac...University of Santo Tomas
The document provides a practice test for the LET Professional Education exam covering principles and strategies in teaching, including 20 multiple choice questions testing knowledge of different teaching methods like field trips, case studies, and lectures. An answer key is provided after the questions. Background information is also given on the author, Mr. Crisencio M. Paner, who has extensive experience as a teacher and researcher.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
The document discusses what makes an effective teacher through examining their attitudes, knowledge, decision-making processes, and classroom management skills. It explores how reflective teachers question their practices, make planning, implementation, and evaluation decisions, and possess positive attitudes towards themselves, students, colleagues, and subject matter. Effective teachers also have strong subject matter and pedagogical knowledge, apply theories of teaching and management, establish clear rules and routines, and use questioning techniques that encourage critical thinking.
The document discusses assessment in secondary schools and strategies for improving assessment systems. It explores how assessment is currently done and its shortcomings, such as being separated from daily teaching and focusing too much on tests. Ideas are generated for a new assessment system, including involving students more and using assessment to inform teaching. The importance of changing mindsets around assessment is also discussed.
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
The document summarizes strategies for developing effective educational programming that teaches important life skills. It discusses seven survival skills students need, such as critical thinking and collaboration. It also outlines approaches for motivating disengaged students, including emphasizing effort, creating hope, and expressing enthusiasm. Additionally, the document presents elements of effective classroom management, like developing cohesive groups, promoting positive behavior through modeling and reinforcement, and using strategies to increase desirable conduct.
This document contains multiple choice questions about education in the Philippines. It covers topics like the introduction of intelligence testing, republic acts related to education, philosophies of learning, classroom management strategies, teaching ethics, and the history of the Philippine educational system under different regimes.
Praxis (SLLA and CORE) Workshop: Educational Leadership - Indianapolis 2/15Brent Daigle, Ph.D.
Praxis Workshop: (SLLA & CORE) Educational Leadership Exam
Sat – Feb 15
10:00am – 1 pm
For more details or to reserve a seat in the class email: drbrentdaigle@praxisreview.org
You've passed the SLLA exam, now what? Your journey is only beginning. The path to successful school leadership begins with the search and obtainment of your first school administrator job. I have talked about this process before, and went through the same thing 4 years ago. You can hopefully benefit from my mistakes and my positive experiences, which I will share with you.
Tips for LET (Licensure Examination for Teachers) TakersAntonio Delgado
The document provides tips for let takers on preparing for and taking exams. It recommends registering early, studying the table of specifications to understand exam content, reviewing material regularly, and practicing higher-order thinking skills. On exam day, it suggests coming prepared with food and drinks, listening carefully to instructions, and using techniques like the cancellation method to answer multiple choice questions. It stresses maintaining a positive mindset and not stressing after completing the exam.
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include knowing your strong and weak subjects, understanding theories and concepts, improving analytical skills, reviewing all subject areas, preparing for the exam, getting enough sleep, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, tracking skipped questions, and being careful of conditional words. The overall recommendations are to thoroughly prepare through review, practice analytical skills, and use effective test-taking strategies.
Personal and professional attributes and interpersonal effectivenesstitserchriz Gaid
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISIONCey Gloria
This document summarizes several laws related to school administration and supervision in the Philippines. It outlines the historical development of school administration from the Philippine Commission established by the U.S. president in 1901 to the current laws. It then categorizes laws related to school organization and control, teaching personnel, school curriculum, and students/pupils. Some key laws mentioned include the Philippine Constitution, the Education Act of 1940, and laws establishing the Board of Education and standardizing teacher salaries.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides a 1000 question national qualifying exam for principals covering topics like child-friendly schools, procurement processes, DepEd programs, and school site planning. It includes sample questions testing knowledge of laws, regulations, and best practices for principals. Additional reading materials are suggested for further review on subjects relevant to becoming an effective school leader.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses the need to change schools to prepare students for the 21st century. It argues that schools need to shift from a 20th century, teacher-centered model to a 21st century, student-centered model where students are active learners and teachers facilitate project-based learning. It also notes that today's students have grown up with technology and need digital tools to remain engaged as lifelong learners. Effective school leaders must invest in professional development to help teachers transition to new student-centered strategies and leverage technology to improve teaching and learning.
The document contains multiple choice questions about various topics related to education including learning, assessment, teaching strategies, learning theories, and philosophers. It does not provide any clear narrative or overall theme to summarize.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
This document discusses several aspects of the Philippine educational system. It begins by stating that teachers were not required to have a professional license until R.A. 7836 was passed in 1994. It then notes that the Philippine system is tri-focalized with DepEd overseeing basic education, CHED for higher education, and TESDA for vocational education. Religion can be taught once a week during lunch breaks in public schools per the Constitution. R.A. 9155 transferred all sports programs from DepEd to the Philippine Sports Commission. Finally, it identifies that the school is considered the "heart of the formal education system" according to R.A. 9155.
LET Practice test in Professional Education-principles and strategies in teac...University of Santo Tomas
The document provides a practice test for the LET Professional Education exam covering principles and strategies in teaching, including 20 multiple choice questions testing knowledge of different teaching methods like field trips, case studies, and lectures. An answer key is provided after the questions. Background information is also given on the author, Mr. Crisencio M. Paner, who has extensive experience as a teacher and researcher.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
The document discusses what makes an effective teacher through examining their attitudes, knowledge, decision-making processes, and classroom management skills. It explores how reflective teachers question their practices, make planning, implementation, and evaluation decisions, and possess positive attitudes towards themselves, students, colleagues, and subject matter. Effective teachers also have strong subject matter and pedagogical knowledge, apply theories of teaching and management, establish clear rules and routines, and use questioning techniques that encourage critical thinking.
The document discusses assessment in secondary schools and strategies for improving assessment systems. It explores how assessment is currently done and its shortcomings, such as being separated from daily teaching and focusing too much on tests. Ideas are generated for a new assessment system, including involving students more and using assessment to inform teaching. The importance of changing mindsets around assessment is also discussed.
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
The document summarizes strategies for developing effective educational programming that teaches important life skills. It discusses seven survival skills students need, such as critical thinking and collaboration. It also outlines approaches for motivating disengaged students, including emphasizing effort, creating hope, and expressing enthusiasm. Additionally, the document presents elements of effective classroom management, like developing cohesive groups, promoting positive behavior through modeling and reinforcement, and using strategies to increase desirable conduct.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
This document discusses standards-based assessment and teaching in the Philippines education system. It begins by outlining the objectives of defining standards-based assessment as mandated by DepEd Order No. 73 and identifying the differences between content and performance standards. It then discusses some issues in Philippine education like low student performance, poor facilities, and teacher competence. The document suggests that current teaching focuses too much on rote memorization and getting good grades rather than understanding. It advocates for instructional leadership to intensify standards-based assessment and teaching to develop students' skills and prepare them better for a globalized world.
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
Ballarat conf reporting session march 2011diannedavies
The document summarizes key points from a secondary schools conference discussing improving student outcomes. It finds that schools with high poverty rates can still achieve excellent results by focusing on learning intentions, higher-order questioning, and feedback. School leadership is also essential to successfully implementing new teaching strategies and monitoring their impact. An effective action plan for change includes clear targets, teaching strategies, evaluation measures, and assigning responsibility for implementation.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
Unit 5 school discipline and classroom managementAsima shahzadi
1. The document discusses various factors related to student classification and classroom management in schools. It defines key terms like school discipline, classroom management, and discusses purposes and modern concepts of school discipline.
2. Several principles of classroom management are outlined, including assessing expectations, creating a nurturing environment, developing rules and consequences, and maintaining daily routines. Factors affecting school discipline and suggestions to address problems with indiscipline are also presented.
3. Psychological and other criteria for student classification are examined, such as chronological age, intelligence tests, academic attainment, and using composite approaches. Historical models of student classification are also briefly discussed.
Here are the answers to the English Form 1 Model Test:
1. B
2. C
3. A
4. D
5. B
6. A
7. C
8. B
9. A
10. C
11. D
12. B
13. A
14. C
15. B
16. D
17. A
18. C
19. B
20. A
21. D
22. B
23. C
24. A
25. D
26. B
27. A
28. C
29. D
30. B
31. A
32. C
33. B
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTNSmarterServices Owen
The document discusses the importance of non-cognitive factors in student success. It provides examples of how various organizations view and measure non-cognitive skills, including employers, colleges, faculty, and government agencies. It also summarizes research showing non-cognitive skills account for 80% of the benefits of education. The document advocates for the use of assessments like SmarterMeasure to measure students' non-cognitive skills and help guide academic advising, course placement, and predictions of student performance and retention.
The document discusses establishing clear procedures and policies at a school. It outlines a 4 phase process for developing and implementing written procedures that include reviewing existing policies, revising them, adopting improvements, and maintaining the procedures. It provides principles for creating a safe and productive learning environment where students behave well and are engaged. Key aspects include the procedures being short, positive, focused on academics and social behaviors, and inclusive of all students and staff.
The document discusses issues in the secondary education system in India, focusing on defective examination systems and lack of guidance and counseling. It outlines problems with the current exam-focused system such as an emphasis on rote learning and subjective evaluation. Suggestions are provided such as reforming exams to evaluate understanding and including practical components. Barriers to effective guidance counseling like lack of funding, professionals and parental support are also examined. The document argues education must address these exam and career guidance issues to better support students.
Effective positive behavior support techniques and intervention forAlex Panko
This document discusses techniques for managing behavior and supporting exceptional learners, including functional behavior assessments and positive behavior programs. It outlines potential behavioral challenges in the classroom like interrupting and lack of participation. Effective behavior management requires skills like implementing evidence-based interventions, differentiation, and data-driven decision making. Functional behavior assessments involve defining, collecting data on, and hypothesizing the reasons for problematic behaviors. Guidelines for establishing classroom rules include teaching expected behaviors and specifically praising compliance. Common positive behavior techniques are also outlined such as clear routines and thinking strategies for handling disruptions.
Muslims were part of the US from its very beginnings. Among those who served under the command of chief of the continental army, General George Washington, in the war against British colonialism were Bampett Muhammad, who fought for the Virginia Line between the years 1775 and 1783, and Yusuf Ben Ali, who was a North African Arab. This powerpoint shows how American Muslims compose one of the world’s most eclectic and innovative Muslim communities – and they all have remarkable stories to tell.
Book Website: https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
This Book has TWO Complete Tests with Answers. It is aligned to the latest Education Administration Standards. No other book has practice tests. Are you taking any School Principal Exam? This book has study strategies and ensures your success.
This is due to Trump's Executive Order of January 27, 2017 and his recent speech on February 28, 2017. This is an update to the last presentation that I uploaded. This presentation was a talk given to the County Democratic Committee in Michigan.
Inspiring Motivation. What does Roald Amundsen, Ernest Shackleton, Winston Churchill and Georgetown Cupcakes have in common? Sign me up for what is trending on Facebook: Motivating Your People takes through the theory of the practical business realm in which you reside. Thought Provoking questions are embedded in this powerpoint to engage readers. Questions or Comments: whozien@gmail.com
Adolescent Girls Development: A Resource GuideWafa Hozien
Adolescent girls struggle through the complexities of life. This is a Basic Skills guide for adolescent girls, that they should have.The growing problems that adolescent girls face now have a resource. It is not unrealistic to teach them to cope and build their selves into attaining selfhood. Questions or Comments, email me at whozien@gmail.com
Innovative Thinking and Building KnowledgeWafa Hozien
As an educator one is always looking beyond teaching the standards and giving students the tools they will need to be productive in society. Teaching thinking skills is the place to start. Ever wonder how to empower your students to think? Well this powerpoint is a practical application of teaching thinking skills at every level. It challenges teachers to teach students to think. Even if your students are in higher education. This powerpoint is based on Cabrera and Colosi’s book Thinking at Every Desk (2009).
This is Alan Blankstein's text Failure is NOT an Option, Chapter 10. He wrote this chapter with Andy Hargreaves and Dean Fink. This chapter is about leadership capacity in schools. This powerpoint is about creating effective leadership teams refocusing on instruction.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 9. He wrote this chapter with Pedro Noguera. This chapter is about School Community Relations. They present a framework for engaging parents to create effective change in K-12 schools. This chapter includes many examples -- challenges and then the authors provide for solutions.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 8. This chapter is about Data Based Leadership. He discusses productive use of data for instructional teams. He explains overcoming the "Fear" of using data and then gives insightful ways as to examining school data.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 7. This chapter is about collaborative teaming focused on teaching for learning. He explains the reasons for collaboration and how to create a successful school culture of consistent collaboration.
This document discusses ensuring achievement for all students through comprehensive prevention and intervention systems. It addresses three major aspects: 1) a school community's beliefs about low-performing students, 2) the unifying staff philosophy, and 3) assurance systems like Response to Intervention. The key is having a belief that all students can succeed, staff committed to this, and multi-tiered support systems to identify and assist struggling students. Barriers to success are addressed, such as ensuring relevance, continuous improvement, early identification, and publishing results.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 5. This chapter is about creating common visions and goals that work and are better than good to ensure successful schooling.
Creating Sustained Systematic School Change Wafa Hozien
This powerpoint is based on Failure is Not an Option by Alan Blankstein, Chapter 3. This explains how to turnaround low performing schools that will be based on the next chapters in this book: Six principles that advance student improvement and success.
How do you create school success? By implementing organizational meaning. Leadership takes courage. To lead others through your vision, regardless of what others think. This is Chapter 2: Courageous Leadership for School Success in the book Failure is Not an Option by Alan Blankstein.
The Educator's Guide To Middle Eastern CultureWafa Hozien
This powerpoint is designed to assist school administrators, teachers and school personnel in creating a culturally diverse academic environment. This is intended to be an aid with the growing demographic of Middle Eastern and Muslim Students attending public schools.
Creating Sustained Systematic School Change Wafa Hozien
This document summarizes key lessons from leaders who successfully led through crises. It discusses the Chilean mining accident rescue led by Laurence Golborne as an example. The document outlines five main lessons: 1) connect to core values and purpose, 2) clearly articulate beliefs, 3) unleash leadership within the organization, 4) build relational trust, and 5) involve all stakeholders to develop solutions. The overall message is that failure is not an option when leading through crises, and these principles can help ensure success.
Education Philosophy: Teaching and LearningWafa Hozien
Dr. Wafa Hozien believes that education is an interactive collaborative process. It involves a philosophy of teaching and learning. Education is maintaining an environment of change through reflection and choice of knowledge. Education creates societal change as a result of teaching and learning.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Liberal Approach to the Study of Indian Politics.pdf
School Leaders Licensure Assessment Review: From This Book: SLLA Crash Course (2017)
1. SLLA REVIEW SESSION
School Leaders Licensure Assessment Preparation
Wafa Hozien, Ph.D.
Education Administration
whozien@vsu.edu
Virginia State University
3. ISLLC Standards
Standard 1: Setting a widely shared vision for
learning
Standard 2: Developing a school culture and
instructional program conducive to student
learning and staff professional growth
Standard 3: Ensuring effective management of
the organization, operation, and resources for a
safe, efficient, and effective learning
environment
Standard 4: Collaborating with faculty and
community members, responding to diverse
community interests and needs, and
mobilizing community resources
Standard 5: Acting with integrity, fairness, and
in an ethical manner
Standard 6: Understanding, responding to, and
influencing the political, social, legal,
and cultural contexts
8. Test Format
Section I– 100 multiple choice questions—
140 minutes--worth 70 percent of the test
Section II--7 shorter constructed response
types of questions in which you have
only 10-12 minutes to answer each —100
minutes--worth 30 percent of the test
9. Test Format – Revolves Around ISLLC
Standards
Vision and goals—20 % of exam., 18MC, 2 CR
Teaching and learning—30% of exam., 25 MC, 3
CR
Managing organizational systems and safety—
10% of exam., 15 MC, O CR
Collaboration with Key Stakeholders—15% of
exam, 21 MC, 0 CR
Ethics and Integrity—15% of exam, 21 MC, 0 CR
The Educational System—10% of exam, 0 MC, 2
CR
10. Preparing for SLLA
Practice in dealing with problems in a
quick, yet effective manner (connected
to what you have learned in classes
and noted from ISLLC standards) is
the best approach in preparing for the
test
Use the ETS resource book available
online
11. Preparing for the exam:
Know the STANDARDS but no need to
memorize, but have a great understanding
of the descriptors related to each (activity
we did earlier)
Think about the type of school leader
identified in the Standards and prepare to
respond to test questions in a Standards-
relevant way
Be aware of the amount of time allocated
for each section
12. Continued Preparation of
SLLA
Sample Questions and Scoring Criteria—
study sample questions and scoring guides
Make sure responses demonstrate a
sufficient breadth and depth of knowledge
To get the highest score—ANSWER ALL
PARTS OF THE QUESTION
13. Constructed Response
Key to successfully answering the Constructed
Response test questions is to focus on the key words in
the ISLLC Standards
Review all the CR questions and select the easiest ones
for you…and do those first
Read the complete CR and any supporting documents
Mentally think through your solution to the problem (as
you would in real-life)
14. Constructed Response
Pace yourself—Watch your watch—10 minutes per
question with time at the end to go back and review
Plan, write and review
Answer each question in the space provided—writing in
the margins or other incorrect locations could allow the
item to not be scored correctly
Review your responses—go back and evaluate for
content, organization, clarity, and accuracy…answer
ALL questions
15.
16. Response
Specifically addresses Professional
Development/Training Issues
Recognizes difficulty of change or fear of
risks (ingrained practices)
Teachers playing it safe for evaluation
observations
Belief that cooperative learning doesn’t
work for certain students
Difficulty implementing cooperative
learning because of classroom
management issues.
17. SAMPLE : Question 1
The leader of a middle school instructional
team comes to the principal, concerned that
she is shouldering most of the burden of
coordinating the instructional team’s planning
for instruction. She feels increasingly
resentful and angry at her team members.
The principal expresses understanding of the
teacher’s situation and, to help relieve the
burden on her, appoints a new team leader .
Do you agree with the principal’s action?
Give a rationale citing factors that are
relevant to a principal’s decisions in such
situations.
18. 1- Response includes SPECIFIC reference
to at least one of the following
◦ the principal’s need to acquire more
information about the situation before acting
◦ the principal’s leadership includes assisting
the team leader to succeed in the role and to
enable the team to function well, or
◦ a concern for team process and the
involvement of stakeholders in making
decisions, the importance of consensus
building and conflict resolution
◦ 0—Response is vague, omits reference to any
of the essential factors, or evaluates the
principal’s action without qualification
19. Question 2
A parent requests that her child be retained in
first grade. Although the child missed two
weeks of school due to chicken pox, the
teacher believes that the child is intellectually,
socially, and physically ready for second grade.
The principal observes the child for one hour
and concurs with her experienced teacher’s
recommendation that the child be promoted to
second grade. The principal decides that he
must deny the parents request. Do you agree
with this action? Give rationale, citing factors
that are relevant to a principal’s decisions in
such situations.
20. Scoring Guide
Response specifically cites the
principal’s need to acquire more
information about the situation, plus
one of the following:
◦ Parents have information and insights
about the child that the school would not
have
◦ Part of the responsibility of school
leadership is share information with the
parents about the possible consequences
of retention.
21. Question 3
It is early December and the students in
an elementary school are practicing for
the annual holiday concert. A parent
phones the school to insist that her child
not be required to sing any of the
Christmas songs. The principal excuses
the child from participation in the music
practice. Do you agree with the
principal’s action? Give a rationale,
citing factors that are relevant to a
principal’s decisions in such situations
23. Question 4
The technology committee of a high
school recommends the purchase of
graphing calculators for the mathematics
department. After checking with three
vendors, the principal decides to authorize
a contract to purchase them from the wife
of a faculty member since she is able to
offer a good price and will be readily
available for help with instruction and for
service. What are the issues raised by
this decision?
27. Solve this Scenario
You are the newly assigned principal of James
Madison School, an elementary school with an
excellent reputation in the area, enriched
programs in all grades, and high level of parent
participation. The district has embarked on a
major initiative in cooperative learning. By and
large, the school has experienced rapid growth
as a result of extensive real estate development
in the area. One change evident in the past five
years is that a much smaller proportion of the
student population now participates in lessons,
classes, sports activities, and other educational
and personal opportunities outside the scope of
the school.
28. Solving the Scenario
School Improvement Goals:
◦ To improve implementation of cooperative
learning in all classrooms
◦ To improve achievement levels of all
students in basic skills in the core areas:
reading, writing, and mathematics
29. Solving This Scenario
Questions:
1. Based on your understanding of
learning and teaching and larger
educational issues, identify and
describe the broader challenges
faced by the school.
2. Evaluate the given school improvement
plan in terms of its strengths and
weaknesses. Describe the actions the
principal should take to implement the
plan and elicit community support.
30. Scoring Rubric
Well developed analysis and synthesis
of all documents
Describe challenges faced by the
school
Evaluation of Improvement Plan
(strengths and weaknesses)
Multiple ways to elicit community
support
Multiple actions principal should take
31. Multiple Choice
Which of the following
◦ Answer fits in “Which of the following”
Circle or underline critical details
Read the entire question
Read all of the responses
32. Multiple Choice:
Not, Least, Except
Select the choice that DOESN’T fit
Used when there are several good
answers, but also clearly wrong way
Always capitalized…pay attention
33. Scenario & Document Based
Always read through the scenario and
document BEFORE reading the
question.
Don’t waste time taking notes or
reading multiple times until after
you’ve read once and then read the
question.
34. OTHER HINTS
Answer MC in any order
There are NO trick questions
Answer patterns are a MYTH
No penalty for guessing. Score
based on number of correct responses
SKIP difficult questions and return if
tiem permits
Watch the time
Check your answers (the bubbles)
35. Group Practice
Multiple Choice
Constructed Responses
Student taking a break from Studying at
University of Richmond.
36. References
The School Leadership Series:
https://www.ets.org/sls
Read the UCEA Review for regular
ISLLC Updates: http://ucea.org/ucea-
review1/
Study Guide:
SLLA Secrets Study Guide: SLLA Test
Review for the School Leaders Licensure
Assessment (Mometrix Secrets Study
Guides)
http://www.amazon.com/SLLA-Secrets-
Study-Guide-
Assessment/dp/1627339248
Editor's Notes
Facilitator: Assign each group of two one standard. Have them brainstorm on a blank sheet of paper words associated with the standard.