The document discusses systematic supervision of common areas in schools. It outlines the key features of an effective common area supervision program, including establishing clear rules and expectations, actively supervising areas through movement and scanning, providing positive contact and reinforcement to students, and responding appropriately to both appropriate and inappropriate behaviors. It emphasizes the importance of a team-based approach to implementing and maintaining the supervision program.
In the early 1980s, Hofstede's framework included only 4 cultural dimensions. It later came to include two additional dimensions: Time Orientation and Indulgence. This presentation describes how Time Orientation came to be added to the framework. Initially, Time Orientation was known as "Confucian Work Dynamism". Time Orientation emerged thanks to Prof. Geert Hofstede's collaboration with Prof. Michael Harris Bond.
In the early 1980s, Hofstede's framework included only 4 cultural dimensions. It later came to include two additional dimensions: Time Orientation and Indulgence. This presentation describes how Time Orientation came to be added to the framework. Initially, Time Orientation was known as "Confucian Work Dynamism". Time Orientation emerged thanks to Prof. Geert Hofstede's collaboration with Prof. Michael Harris Bond.
ReMiND Pilot Project - strengthening ASHA performance through improved superv...mhensley_CRS
Catholic Relief Services partners with Dimagi Inc. and Vatsalya to implement the Reducing Maternal and Newborn Deaths (ReMiND) Pilot Project in 2 blocks of Kaushambi District in Uttar Pradesh (India). ReMiND has pioneered a supervision approach that uses Dimagi's CommCare technology and active use of real-time data generated from community health workers' and supervisors' use of mobile phones to improve the quality and timeliness of government community health workers' (called ASHAs) home visits to pregnant women, newborns and young children.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
In this day and age, you don’t have to be a manager or have a position of power to become a leader. Anyone can become a leader. Why? Because leadership is about attitude, not position. It’s about influence, not power. It’s about the ability to communicate effectively, not the ability to make money.
However, many staff-level employees don’t see themselves as leaders. Sadly, many even see themselves as victims of their own leaders and managers. Many more lack the confidence to simply do their jobs right.
Our “Effective Supervision and Staff Leadership” course is designed to bring out the leader in all of us by effectively communicating our information, opinions and needs. This unique course recognizes the fact that great leaders are, first and foremost, effective communicators. But, that’s not all.
Our two-day course will also tackle many important traits of highly effective leaders; such as: assertiveness, negotiation skills, critical thinking, planning and preparedness, influential behavior, and many more.
OBJECTIVES:
By attending this course, participants will be able to:
1. Define staff leadership and calculate their motivation to become staff leaders in the workplace
2. Measure their understanding of themselves and others as well as identify the traits they will need to help them in their leadership and supervisory roles
3. Categorize their styles of staff leadership and identify the styles that will be most effective for their supervisory roles in the organization
4. Align their personal goals with the organizations goals
5. Demonstrate critical and solution-based thinking
6. Apply effective communication techniques and styles to enhance their leadership and supervisory skills
7. Facilitate their work teams effectively
8. Utilize win-win concepts even when communicating assertively
Action research is a systematic and iterative approach to inquiry that is conducted by practitioners within a specific context. It involves a reflective and collaborative process aimed at solving immediate problems, improving practices, and contributing to the knowledge within a particular field or setting. Action research is characterized by the active involvement of practitioners, a focus on problem-solving, and a cyclic process of planning, acting, observing, and reflecting.
Key Characteristics of Action Research:
Cyclical Process:
Action research follows a continuous cycle of planning, acting, observing, and reflecting. This cyclical nature allows for ongoing learning, adaptation, and improvement.
Practitioner Involvement:
Practitioners, who are individuals directly engaged in the context being studied (such as teachers, healthcare professionals, or organizational members), actively participate in the research process. Their direct involvement ensures that the research is closely connected to practical concerns.
Problem-Solving Focus:
The primary purpose of action research is to address specific problems or challenges within a particular setting. It is driven by the practical needs and concerns faced by the practitioners involved.
Collaborative Approach:
Action research often involves collaboration among practitioners, researchers, and other stakeholders. This collaborative approach enhances the diversity of perspectives and promotes collective problem-solving.
Reflective Inquiry:
Reflection is a central element of action research. Practitioners engage in thoughtful analysis and interpretation of their actions and observations, leading to deeper insights and informed decision-making.
Local Context Emphasis:
Action research is conducted within a specific local context, and its findings are intended to have direct relevance to that context. This emphasis on local applicability distinguishes action research from more generalizable research approaches.
Continuous Learning and Improvement:
Action research is inherently focused on continuous learning and improvement. It aims to enhance practices, solve problems, and contribute to the ongoing development of the field or context in which it is applied.
Phases of Action Research:
Planning:
Identification of a specific problem or issue, setting objectives, and planning the actions to be taken. This phase involves defining the scope, goals, and methodology of the research.
Acting:
Implementation of planned actions based on the identified problem. Practitioners make intentional changes to their practices, processes, or interventions during this phase.
Observing:
Systematic collection of data and observations to understand the effects of the actions taken. This phase involves monitoring changes, gathering evidence, and documenting outcomes.
Reflecting:
Analysis of the data collected, reflection on the outcomes, and drawing conclusions. This reflective phase helps practitioners understand what worked, wha
ReMiND Pilot Project - strengthening ASHA performance through improved superv...mhensley_CRS
Catholic Relief Services partners with Dimagi Inc. and Vatsalya to implement the Reducing Maternal and Newborn Deaths (ReMiND) Pilot Project in 2 blocks of Kaushambi District in Uttar Pradesh (India). ReMiND has pioneered a supervision approach that uses Dimagi's CommCare technology and active use of real-time data generated from community health workers' and supervisors' use of mobile phones to improve the quality and timeliness of government community health workers' (called ASHAs) home visits to pregnant women, newborns and young children.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
In this day and age, you don’t have to be a manager or have a position of power to become a leader. Anyone can become a leader. Why? Because leadership is about attitude, not position. It’s about influence, not power. It’s about the ability to communicate effectively, not the ability to make money.
However, many staff-level employees don’t see themselves as leaders. Sadly, many even see themselves as victims of their own leaders and managers. Many more lack the confidence to simply do their jobs right.
Our “Effective Supervision and Staff Leadership” course is designed to bring out the leader in all of us by effectively communicating our information, opinions and needs. This unique course recognizes the fact that great leaders are, first and foremost, effective communicators. But, that’s not all.
Our two-day course will also tackle many important traits of highly effective leaders; such as: assertiveness, negotiation skills, critical thinking, planning and preparedness, influential behavior, and many more.
OBJECTIVES:
By attending this course, participants will be able to:
1. Define staff leadership and calculate their motivation to become staff leaders in the workplace
2. Measure their understanding of themselves and others as well as identify the traits they will need to help them in their leadership and supervisory roles
3. Categorize their styles of staff leadership and identify the styles that will be most effective for their supervisory roles in the organization
4. Align their personal goals with the organizations goals
5. Demonstrate critical and solution-based thinking
6. Apply effective communication techniques and styles to enhance their leadership and supervisory skills
7. Facilitate their work teams effectively
8. Utilize win-win concepts even when communicating assertively
Action research is a systematic and iterative approach to inquiry that is conducted by practitioners within a specific context. It involves a reflective and collaborative process aimed at solving immediate problems, improving practices, and contributing to the knowledge within a particular field or setting. Action research is characterized by the active involvement of practitioners, a focus on problem-solving, and a cyclic process of planning, acting, observing, and reflecting.
Key Characteristics of Action Research:
Cyclical Process:
Action research follows a continuous cycle of planning, acting, observing, and reflecting. This cyclical nature allows for ongoing learning, adaptation, and improvement.
Practitioner Involvement:
Practitioners, who are individuals directly engaged in the context being studied (such as teachers, healthcare professionals, or organizational members), actively participate in the research process. Their direct involvement ensures that the research is closely connected to practical concerns.
Problem-Solving Focus:
The primary purpose of action research is to address specific problems or challenges within a particular setting. It is driven by the practical needs and concerns faced by the practitioners involved.
Collaborative Approach:
Action research often involves collaboration among practitioners, researchers, and other stakeholders. This collaborative approach enhances the diversity of perspectives and promotes collective problem-solving.
Reflective Inquiry:
Reflection is a central element of action research. Practitioners engage in thoughtful analysis and interpretation of their actions and observations, leading to deeper insights and informed decision-making.
Local Context Emphasis:
Action research is conducted within a specific local context, and its findings are intended to have direct relevance to that context. This emphasis on local applicability distinguishes action research from more generalizable research approaches.
Continuous Learning and Improvement:
Action research is inherently focused on continuous learning and improvement. It aims to enhance practices, solve problems, and contribute to the ongoing development of the field or context in which it is applied.
Phases of Action Research:
Planning:
Identification of a specific problem or issue, setting objectives, and planning the actions to be taken. This phase involves defining the scope, goals, and methodology of the research.
Acting:
Implementation of planned actions based on the identified problem. Practitioners make intentional changes to their practices, processes, or interventions during this phase.
Observing:
Systematic collection of data and observations to understand the effects of the actions taken. This phase involves monitoring changes, gathering evidence, and documenting outcomes.
Reflecting:
Analysis of the data collected, reflection on the outcomes, and drawing conclusions. This reflective phase helps practitioners understand what worked, wha
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Objectives
• Learn the need for common area supervision
• Review the critical features of an effective common
area supervision program:
– Positive rules and expectations.
– High rates of positive interactions with students.
– Positive reward system.
– Effective methods for responding to appropriate and
inappropriate behaviors.
– Team-based planning and implementation.
Systematic Supervision of Common Areas 3
4. What is Systematic Supervision?
A method of student behavior support and
management involving three types of activity
by supervisors:
• Active supervision.
• Responding to appropriate and inappropriate behavior.
• Team-based approach to implementing and maintaining the
program.
(Colvin et al., 1997; Smith and Sugai, 1998; Smith and Sprague, 2003)
Systematic Supervision of Common Areas 4
5. Active supervision strategies and methods
work well in the following environments:
• Large areas.
• High student population areas.
• Lightly staffed (1 or 2 adults for every 80+ students) areas.
• Unstructured activities (student-directed activities) areas
such as playgrounds, cafeterias, and hallways.
Systematic Supervision of Common Areas 5
Design
6. The Features of Systematic
Supervision
1. Movement.
2. Scanning.
3. Positive Contact.
4. Positive Reinforcement.
5. Instructional Responses.
6. Immediate and Contingent Delivery of Aversive Consequences
(Punishers).
7. Team Directed Data-based Decision Making and Intervention
Implementation.
Systematic Supervision of Common Areas 6
7. Rules and Expectations
Common area supervision staff need to:
1. Help determine, develop, and know the rules and expectations.
2. Be able to effectively and efficiently teach them to students and
staff.
3. Be able to effectively and efficiently establish them in the target
area(s).
4. Consistently provide a high rate of reinforcement for students
following them.
5. Engage in ongoing monitoring of both appropriate and inappropriate
behavior.
Systematic Supervision of Common Areas 7
8. Establishing Rules and
Expectations
• Determine important rules and expectations.
• Teach them regularly.
• Present expectations on the first day of school.
• Reinforce instances of expected behavior throughout the school
year – this is critical.
• Post rules and expectations in the common areas.
• Be specific.
Systematic Supervision of Common Areas 8
9. Rules and Expectations
Common Areas
• Rules should be stated in
positive and observable
terms.
• Common areas rules should
be taught directly to students.
• Rules should be taught and
reviewed in the specific area
at least 2-3 times per year.
Systematic Supervision of Common Areas 9
10. Movement: why it is
important
1) Greater visibility of supervisors.
2) Direct observation by the supervisor across students, areas, and activities.
3) Increased proximity to students.
4) Increased opportunity for positive, proactive, supervisor/student contact.
5) Increased opportunity for positive reinforcement.
6) Increased likelihood of encountering covert inappropriate behaviors such as
bullying and harassment.
Systematic Supervision of Common Areas 10
11. Efficient and Effective
Movement Strategies
1. Constant.
2. Occur at a high rate.
3. Patterns appear randomized and unpredictable, yet are planned and
deliberate.
4. Strategies specifically target known problem areas, activities, and
individuals.
Systematic Supervision of Common Areas 11
12. Scanning
Developing the ability to visually scan more
distant parts of an area and recognize signs
or sounds that may indicate problem
behavior is invaluable to effective common
area supervision.
Systematic Supervision of Common Areas 12
13. Scanning methods and
techniques
Train yourself to:
•Maintain constant visual movement.
•Identify and attend to behaviors that are typically associated with problem
behaviors.
•Look at the students’ behavior(s), not just the student(s).
•Look at the Big Picture.
•Listen for behavior.
Systematic Supervision of Common Areas 13
14. Scanning methods and
techniques
• Train yourself to:
– focus on as many different areas as you can.
– recognize potential trouble spots and scan them often.
– recognize situations that may precede problem behavior.
• Maximize both movement and scanning opportunities by
minimizing time spent dealing with student behavior (the “2-
Minute Rule”).
Systematic Supervision of Common Areas 14
15. Systematic Supervision of Common Areas 15
Note the
importance
of having several
staff
members present
to see around the
corners
marked in red.
16. Behavioral Elements of
Systematic Supervision
Two important behavioral features of an effective supervision
program:
• Positive contact.
• Positive reinforcement.
Systematic Supervision of Common Areas 16
18. Friendly, helpful, open
demeanor
Staff engaged in positive contact with students:
Actively project a friendly, helpful, open demeanor, especially when
in close proximity to students who are appropriately engaged and
exhibiting expected behavior.
Systematic Supervision of Common Areas 18
19. Proactive, non-contingent
Simple Positive Contacts are non-contingent rather than based on, a
specific student behavior – as long as their behavior at the time is
appropriate.
Avoid inadvertently rewarding inappropriate behavior.
Systematic Supervision of Common Areas 19
20. High rate of delivery
Maintain at least a 4 to 1 ratio of positive compared to all other
types of contacts (e.g., corrective, aversive, or other negative
contacts).
Systematic Supervision of Common Areas 20
21. Positive Contact – A Positive
School Climate
Positive contacts:
- Establish attention for appropriate behaviors.
- Should be available and attainable by ALL students.
- Can provide opportunities to pre-correct students.
concerning appropriate vs. inappropriate behavior.
Systematic Supervision of Common Areas 21
24. Components of Positive
Reinforcement
Contingent on Behavior
Consequences must be directly linked to the specific target
behavior. The student must associate the consequence with the
target behavior for effective reinforcement to take place.
Systematic Supervision of Common Areas 24
25. Components of Positive
Reinforcement
Consistent
• Reinforcement should be as consistent with behavior and across
staff as possible.
• Be careful not to reinforce a behavior one time and punish or
inadvertently punish it the next time.
High Rate
• High rates of positive reinforcement have been shown to be very
effective in increasing the target behaviors.
Systematic Supervision of Common Areas 25
26. Instructional Strategy for
Teaching or Correcting
Behavior
• Define: Specifically tell the students what you expect.
• Model: Demonstrate to students exactly how the behavior
looks.
• Practice: Have students correctly practice the new skills.
• Reward: Students for successful practice.
• Re-teach: To refresh the desired skills and to prevent the
wrong ones.
• Test: Observe the correct use of the new skills among
students in a variety of settings.
Systematic Supervision of Common Areas 26
27. Correcting Student Behavior
When correcting student problem behavior:
1. Be calm, business-like, and respectful in your approach.
2. Have the facts straight and a plan on how you intend to deal
with the behavior before you address the student.
3. Review what you saw with the student(s).
4. Define the problem behavior and establish a clear focus on the
appropriate behavior.
5. Don't argue and don't be drawn into an argument.
Systematic Supervision of Common Areas 27
28. Correcting Student Behavior
6. Correct or provide consequences for problem behavior privately
when possible and never embarrass the student in front of
others if you can avoid it.
7. Give the student choices on how to correct the problem
behavior.
8. Tell the student what the school prescribed consequence for the
particular behavior is – use the least aversive consequences
indicated for the behavior.
9. Apply the consequence immediately or as soon as practical.
Systematic Supervision of Common Areas 28
29. The 2–Minute Rule
• If a supervisor can’t successfully correct a problem behavior
within two minutes, that problem should be referred to an
alternate setting/staff member for processing.
• If a student is compliant when confronted with a correction or
consequence, the process should take no more than a couple of
minutes to complete.
Systematic Supervision of Common Areas 29
30. The 2–Minute Rule
If a student presents defiant, disrespectful, or non-compliant
behavior in response to a correction or consequence, then the
chances of that particular supervisor being able to successfully get
the student back on track in a reasonable time without using
threats or intimidation (never recommended) are probably slim to
none.
Systematic Supervision of Common Areas 30
31. Problem Occurs
Supervisor defines problem and gives the student a
direction, a correction and/or a warning about a consequence
Student is compliant
Student is non-compliant
Supervisor acknowledges
cooperation (thanks, praise,
reward)
Supervisor redirects and gives
student choices for compliance and
time and space to comply
Supervisor refers student or problem to
prearranged alternate support setting
Student is again non-compliant or escalates
32. Playground Reward System
1. Actively attend to behavior you want.
2. Pick your battles.
3. Be Consistent!
4. Use rewards that students want.
5. Increase reinforcement before difficult times.
6. Initiate re-teaching of expected behaviors if inappropriate behavior is
increasing.
Systematic Supervision of Common Areas 32
33. Team Based Implementation
The final feature of an effective systematic supervision program is
the team-based element. Team-based interventions are considered
more stable over time and team-driven activities are more
sustainable and consistent over time.
Systematic Supervision of Common Areas 33
34. Team Functions
1. The team serves as the basis for behavioral data collection and
analysis.
2. The team decides on, develops, and implements intervention
plans and activities based on specific behavioral data.
3. The team disseminates information about behavior and
interventions to the rest of the school community.
Systematic Supervision of Common Areas 34
35. Five critical features of an
effective supervisor team
1. Administrative buy-in and support.
2. Regular weekly meetings.
3. Intervention and behavior data collection and analysis.
4. Inter-staff participation and communication.
5. Part of a school-wide behavior support program.
Systematic Supervision of Common Areas 35
