Spring 2010 All Staff In-Service Day - DIT Overview and Purpose
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The document discusses several initiatives by the AMA Educational Service District (ESD) to improve student achievement, including developing a common K-12 curriculum aligned to state standards, a targeted writing project, and a program called S.T.A.R.S to provide intervention services to struggling readers. It also reviews best practices for professional development initiatives such as leadership commitment, communication, training, support and evaluation.
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This course syllabus outlines an organizational change and sustainability course taught over 12 weeks. It will introduce students to techniques for aligning sustainability goals with organizational goals and fostering culture change to transform companies. Using case studies and tools like LEED and LCA, students will learn to evaluate organizational sustainability performance and lead sustainability programs. The course emphasizes interactive discussion over lectures and aims to pose challenging questions about measuring outcomes like equity and happiness, not just productivity metrics. Assignments include an eco-autobiography, developing a shared vision, and applying sustainability benchmarks to projects.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
February 8 site visit team presentation with merger
This document provides information about Green Hills Area Education Agency's (GHAEA) accreditation site visit in 2011. It details GHAEA's regional offices and the schools they serve, personnel, budget, merger activities between AEA 13 and AEA 14, and goals. Program leadership teams and leads are established to provide oversight of programs and services across the merged region.
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
Orientations
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Comprehensive Guidance And Counseling Program
This document outlines the history and components of a comprehensive guidance and counseling program for students. It describes how the program is based on a state framework from 2003 and national school counseling standards. The program focuses on helping students develop skills in academic achievement, career development, personal/social development, and community involvement. It details the program's accomplishments over three years, which included evaluating needs, designing the program curriculum, and implementing systems like a social skills program. Future priorities include expanding career education, using data to guide decisions, and partnering with the community on cultural competence efforts.
Professional Development: Differentiated Instruction
Differentiation in education. How will we get there? Work setting needs. Goals and objectives. Strategies and plans. Assessment of activities. Resource requests. Session areas to be addressed. September session. October session. November session, December session. January session. February session. March session. April session.
Differentiated Professional Development (Artifact)
This document outlines an induction training for new teachers. It includes an agenda for professional development sessions focused on establishing positive parent relations, analyzing student assessment data, and teaching organizational skills. The training will use activities like roleplaying parent communication, analyzing sample student test data, and creating lesson plans for teaching organizational skills. Formative feedback will be collected through parking lot notes, surveys, and exit slips to inform future professional development.
Introduction to service learning
This presentation provides an introduction for faculty members who are new to service learning and civic engagement at TSU.
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Fresno state linked learning fieldwork presentation final
Fresno state linked learning fieldwork presentation final
I can only get the wed page for this onehttpsbibliu.comap
I can only get the wed page for this onehttpsbibliu.comap
Community Partnerships: 2016 Bonner New Directors Meeting
Community Partnerships: 2016 Bonner New Directors Meeting
Developing comprehensie school guidance & counseling program
Developing comprehensie school guidance & counseling program
Standards stakeholder feedback-studentperformanceoverview
Standards stakeholder feedback-studentperformanceoverview
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...
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February 8 site visit team presentation with merger
February 8 site visit team presentation with merger
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...
Professional Development: Differentiated Instruction
Professional Development: Differentiated Instruction
Differentiated Professional Development (Artifact)
Differentiated Professional Development (Artifact)
More from Courtney Huff
The Great Conversation
This document summarizes the goals and phases of "The Great Conversation", which aims to increase student success through community-wide discussion and support. It outlines three phases: connecting with the community; describing benefits of collaboration; and helping everyone understand how student achievement benefits the community. It also provides local examples of successful literacy programs and notes that while schools have accomplished much, more changes are needed with community feedback to prepare students for today's knowledge-based world. Schools cannot achieve success alone and need broader community support.
Achievement in Action Flyer
The document announces that the AMA ESD wants to highlight student writing success through a special 60-second video. The video will feature student responses about the writing workshop, students reading their writing, and footage of students working. Ten classrooms will be selected to participate in the video on a first-come, first-served basis, with a deadline of April 15th to submit interest.
Educational Platform
1) The purpose of education is to build productive community members with critical thinking skills to succeed in life. Struggles in school often lead to poverty, incarceration or dependence on welfare.
2) Effective leadership comes from influence, not position. It involves sharing expertise laterally across schools and districts.
3) Collective moral purpose, the right leaders focused on learning, building capacity through collaboration and reflection, and ongoing learning are keys to educational leadership according to Fullan's research.
Educational Leadership Platform
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools play a vital role in developing community thinkers and leaders. Huff's philosophy is influenced by authors who emphasize that education must prepare students for the 21st century and that change takes sustained effort. As a leader, Huff will treat all students and staff with respect, create a positive learning environment, and leverage leadership at all levels to achieve her vision of student success.
Educational Leadership Platform
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
Educational Leadership Platform
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. As an educational leader, she will create safe, positive learning environments and treat everyone with respect. Huff will also focus on short and long-term results, continuous learning, and leveraging leadership at all levels including teachers, parents, and community members. She believes in creating a culture where children learn through experiences and are engaged in critical thinking and collaboration.
Community Forum Pre & Post Results
A survey was given as a pre-test and post-test to measure knowledge gained from an AMA ESD Literacy Program in schools. The post-test results showed an increase in those who could name the program, its purpose, and a community risk factor for student achievement compared to the pre-test. There was also an increase in correctly identifying who said a positive impact statement.
Evaluation Results for Fall 2010 In-Service Day
The staff meeting evaluation results showed that on average, participants rated the objectives, organization, presentation, and usefulness of the meeting between 4.2 and 4.6 on a 5-point scale. Participants found learning about new initiatives, having the entire staff together, and interactive activities like Jeopardy to be the most valuable parts of the meeting. Suggestions for improvement included shorter meetings, smaller group sizes, and clearer communication about who should attend. Participants expressed interest in learning more about initiatives like UNIQUE curriculum, GEAR, and MMPI. The feedback was overall positive, praising the interactive format and information provided.
RtI Specialist Evaluation Rubric
The document evaluates a Response to Intervention (RTI) Specialist's performance in student interaction, learning environment, and instruction. It rates the specialist across four levels - unsatisfactory, developing, proficient, and exemplary - for different elements within each category. The specialist is rated as proficient, demonstrating solid understanding of student development and skills. They are also rated as proficient in maintaining appropriate student records and providing friendly, caring interaction with students. Their instruction is rated as proficient, using clear language and adapting flexibly to student needs with high-quality feedback.
An Urgent Need
This document discusses statistics related to the consequences of students dropping out of high school or failing to achieve literacy. It notes that dropouts earn on average $12,000 per year, 50% less than high school graduates and are 50% less likely to have benefits like pensions or healthcare. Additionally, 44 million Americans cannot read a newspaper or fill out a job application, and another 55 million cannot read above an 8th grade level. Failing to graduate high school or achieve literacy is linked to higher rates of poverty, crime, and incarceration.
Criteria for success template
This document outlines a template for setting SMART goals with criteria for success including action steps, timeline, data collection, responsibilities of facilitators from general education and special education, teacher involvement, administrative involvement, and other considerations.
Alpena Public Schools Sample Report
This document outlines an intervention plan for a kindergarten student named Student to improve phonemic awareness and letter sound skills using the Road to Code program. The plan runs from November 2010 to January 2011 and targets identifying 18 correct letter sounds by winter and 35 by spring of kindergarten. The plan suggests either graduating the student from intervention, continuing with Road to Code, or changing interventions.
Resume
Courtney Huff is seeking a position as an instructional leader. She has a Master's degree in Reading and is working towards an Educational Leadership degree. She has over 15 years of experience as a teacher and literacy consultant. Her experience includes implementing literacy programs, data analysis, and teacher training. She is committed to creating a positive learning environment for students.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
Developing Writing Assessment - Next Steps in TWP
This document discusses developing rubrics for writing assessment across grades K-6. It notes that current writing assessment is inconsistent, with varying expectations between schools and teachers. A plan is outlined to address this issue through a series of professional development sessions where teachers will collaborate to create common rubrics for writing assessment based on clear learning targets and expectations. The rubrics will then be implemented and evaluated based on content, clarity, practicality and technical quality to ensure quality assessment. The goal is to increase consistency in writing assessment, feedback and grading practices.
Getting S.M.A.R.T. with Data Presentation
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
Getting explicit about reading
This document discusses a plan called GEAR (Getting Explicit About Reading) to improve literacy intervention programs across 9 elementary schools in the AMA ESD. The plan was informed by a survey identifying overreliance on DIBELS screening and lack of comprehension intervention. GEAR's vision is to provide training in diagnostic reading assessments and explicit comprehension instruction for Title 1 teachers and general educators. The strategic plan addresses obtaining district support, providing adequate time for implementation, and ensuring diagnostic assessments and strategy instruction become integrated into schools' intervention frameworks.
Stars intervention descriptions
The document describes several reading intervention programs that target specific skills for students in grades K-3 who are struggling with reading. It outlines programs that focus on phonemic awareness, phonics, fluency, oral language, and vocabulary. The interventions are intended to be delivered in small group or one-on-one settings by RtI specialists and are meant to build students' reading comprehension through explicit skill instruction and practice applying skills in authentic contexts.
The great conversation
The document summarizes the goals of "The Great Conversation" initiative which aims to increase student success through community-wide discussions and involvement. It outlines a multi-phase approach to connect with community members, describe the benefits of supporting student achievement, and get feedback on necessary school changes. It also provides local examples of successful literacy programs and notes that while schools have accomplished much, the increasing demands require community support for schools to be successful.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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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.
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Spring 2010 All Staff In-Service Day - DIT Overview and Purpose
- 6. Development of AMA ESD Strategic Plan Framework Adopted April 10, 2008
- 16. Organization of ELA Curriculum Initiative High School Grades 9-11 Elementary/Middle Grades K-8 Daytime meetings with representatives from three districts Daytime meetings with representatives from three districts Teachers were led through process of discussion and tallying of most important content expectations Teachers were led through process of rating content expectations using developed criteria, most important were identified Power Standards/I can statements developed for each Unit taught Power Standards/I can statements developed for grade level by domain
- 20. Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
- 21. MiBLSi
- 22. S.T.A.R.S. S upporting T eachers a nd R eaders S uccessfully
- 25. Break