The document outlines a teacher evaluation system used by The Lyceum LGCS. It describes how teachers will begin the academic year with 100 points and need 90 points to qualify for an annual increment. Teachers will be assessed in six domains throughout the year using rubrics. Monthly reports will track punctuality and time-based metrics. Points will be deducted for failures to meet standards or deadlines. The rubrics rate teachers as highly effective, effective, in need of improvement, or not meeting standards to provide ongoing feedback for improvement.
Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
This slideshow is intended for teachers who are motivated to explore with, implement, or advance aspects of differentiated instruction. The aspect we focus on here is student learner profiles.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Skills of Micro teaching Techniques
Introduction Skill.
Skill of Probing Questions.
Skill of Explanation.
Skill of Stimulus Variation.
Skill of Black-board Writing.
Skill of Achieving Closure.
The skill of explanation refers to clearly explaining the topic so that learners can understand the concepts being taught properly. The teacher gives a thorough explanation of the topic that is being taught in the classroom so that the learners can have clarity and comprehension of the lesson. The role of an explanation is to make clearer the meaning of an object (method, term, assignment) maintaining formally the necessary distance between the object of the action or study and the tools.” (p. 12). In the learning/teaching process, explanation is a tool used by both, teacher and students. This involves the skills required to explain with clarity and proper understanding of the concepts. The components include teacher enthusiasm, creating readiness by a beginning statement or topic sentence, effective explanation, planned repetition, and concluding statements or key messages with summary of explanation.
Whole brain teaching is a new "radical" idea to some, however it is nothing more than tried and true teaching practices, combined into a new approach. Whole brain teaching combines direct instruction, , sharing and immediate feedback to become a new style of teaching. Whole brain teaching surmounts to seven steps that a teacher incorporates into their everyday classroom.
Butterfly effects for School Improvement
Changes come from the small initiative which works, initiatives which initiated, become the fashion (Charles Handy). The webinar will discuss activities and strategies which are smaller but have a larger impact on school improvement.
# Educational leadership
This slideshow is intended for teachers who are motivated to explore with, implement, or advance aspects of differentiated instruction. The aspect we focus on here is student learner profiles.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Skills of Micro teaching Techniques
Introduction Skill.
Skill of Probing Questions.
Skill of Explanation.
Skill of Stimulus Variation.
Skill of Black-board Writing.
Skill of Achieving Closure.
The skill of explanation refers to clearly explaining the topic so that learners can understand the concepts being taught properly. The teacher gives a thorough explanation of the topic that is being taught in the classroom so that the learners can have clarity and comprehension of the lesson. The role of an explanation is to make clearer the meaning of an object (method, term, assignment) maintaining formally the necessary distance between the object of the action or study and the tools.” (p. 12). In the learning/teaching process, explanation is a tool used by both, teacher and students. This involves the skills required to explain with clarity and proper understanding of the concepts. The components include teacher enthusiasm, creating readiness by a beginning statement or topic sentence, effective explanation, planned repetition, and concluding statements or key messages with summary of explanation.
Whole brain teaching is a new "radical" idea to some, however it is nothing more than tried and true teaching practices, combined into a new approach. Whole brain teaching combines direct instruction, , sharing and immediate feedback to become a new style of teaching. Whole brain teaching surmounts to seven steps that a teacher incorporates into their everyday classroom.
Butterfly effects for School Improvement
Changes come from the small initiative which works, initiatives which initiated, become the fashion (Charles Handy). The webinar will discuss activities and strategies which are smaller but have a larger impact on school improvement.
# Educational leadership
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
This was taken from various sources including:
http://www.nctm.org/resources/content.aspx?id=9330
http://www.firsttutors.com/usa/tutor-tips.php
http://www.tulsacc.edu/campuses-and-centers/northeast-campus/northeast-services/engaged-student-programming/america-reads-3
http://www.uwosh.edu/car/si-tutoring-resource-library/general-tutoring-strategies-tips
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
4. EACH TEACHER WILL HAVE 100 POINTS IN THEIR BAG TO
START off WITH .
To qualify for the annual increment slab, a teacher must have
90 points in the bag at the end of academic session.
Teachers will be assessed in six domains throughout the year.
(Appendix A) Quality based
+
Monthly Teacher Report (Appendix B) Punctuality &
Time based
If a teacher fails to meet the minimum standard in any
domain , points will be deducted accordingly.
7. If a teacher fails to submit results on time ,2
points will be deducted from the total‟
100-2=98
If a teacher submits the planner after
specified time,2 points will be deducted as
well 100-2=98
If the same teacher fails to submit results and
planner on time then 98-2=96
Teachers who reach the finish line
(academic year) with max points will be
eligible for increment
9. Planning and Preparation for Learning
Classroom Management
Delivery of Instruction
Monitoring, Assessment, and Follow-Up
Professional Responsibilities
Family and Community Outreach
Teacher rubric
10. Highly Effective (HE)
Effective (E)
RED ZONES
-1 Improvement Necessary (IN)
-2 Does Not Meet Standards (NS)
11. The rubrics are designed to give teachers not only an
end-of-the-year but also ongoing assessment of
where they stand in all performance areas and
detailed guidance on how to improve.
They are not checklists for classroom visits
Unannounced mini-observations every 2-3 weeks
followed by face-to-face conversations are the best
way for Branch Heads to have an accurate sense of
teachers‟ performance, give ongoing praise and
suggestions, and listen to concerns.
12. The Effective level describes solid, expected
professional performance; teachers should
feel good about scoring at this level.
The Highly Effective level is reserved for truly
outstanding teaching that meets very
demanding criteria; there will be relatively
few ratings at this level. (Extra mile )
13. Improvement Necessary indicates that
performance has real deficiencies; no teacher
should be content to remain at this level.
Performance at the Does Not Meet Standards
level is clearly unacceptable should lead to
dismissal if it is not improved immediately.
14.
15. Follows prescribed curriculum
• Uses available materials and resources & chooses activities
appropriate for students
(web,worksheets,charts,presentations etc)
Chooses activities relevant to the prescribed curriculum and student
abilities
Considers time available in planning, keeping in mind ample time for
students‟ involvement and practice. ( Hands on learning)
Demonstrates flexibility in planning
Plans student grouping according to instructional needs .
Develops long-range plans and daily lessons
16. What is it?
To understand just go through this quotation
"Tell me, I'll forget. Show me, I'll remember. Involve
me, I'll understand"
Hands-on learning is an educational method that
directly involves the learner, by actively encouraging
them to do something in order to learn about it.
In short, it is 'learning by doing„
CAN YOU THINK OF EXAMPLES?
17. First and foremost, it is clear that there are certain
situations in which hands-on learning is the only way
to teach something.
For example, there is no use trying to teach a child to
ride a bicycle in a traditional classroom - they need to
get outside to try out a bike.
It gives ample time and opportunities to learn.
Furthermore, hands-on learning allows students to
directly observe and understand what is happening.
This is a particularly successful way to teach
kinesthetic learners, who learn best by example.
It also encourages young pupils to do things for
themselves, which will help them with learning
independently later on in life.
18. Focuses student attention
Informs students of objectives of the lesson
Relates the lesson to previous and future lessons
Presents new material clearly and logically
Models, demonstrates and provides examples
Monitors student learning continuously
19. Highly engaging homework?
What is your take on that?
Arguments against giving home work
„there is no point of setting homework for the sake of it‟,
„children need to have a childhood, why rob them of their
evenings‟
„research shows that homework doesn‟t make much difference‟.
„I couldn‟t possibly cope with all the marking if I set homework
every week‟ (teacher view)
„half the class won‟t do it anyway, so what‟s the point‟
20. Bridging between teacher-led and student-
led learning:
Extending learning time.
Creating Opportunities for Creativity and
Choice.
Developing the skills required for
independent learning
21. there is always a „sake‟ because homework
can and should always be an integral part of
the learning process
the research doesn‟t really deal fully with the
nature of homework being set; we are not
just talking about any old task – we are
talking about great homework that feeds into
lessons and provides exciting opportunities
for student-led learning and creativity
22. • Provides feedback on assignments as quickly
as possible .(Timely)
• Gives written and oral comments, as well as
points with corrections.
• Makes opportunities for one-to-one
conferences to discuss student progress
• Interprets test results to students and parents
on time
23. What is meant by one to one
conferences/meeting/feedback?
Advantages
Disadvantages
24. ADVANTAGES
The student has the undivided attention of the teacher.
More opportunity to engage in real communication, more
feedback and better understanding of the learner‟s needs.
The student has more opportunities to use the teacher as a
resource – to ask questions, to see models of language, and to
practise skills.
The learner can develop a real and productive relationship with
the teacher
The learner‟s needs can be addressed more fully because there is
more flexibility in timing and structure.
The teacher has a greater opportunity to engage in real
interaction and to learn.
25. Classes can be physically and mentally exhausting for learner and teacher.
The class may become boring if the teacher does not find new approaches
or the learner does not respond to the class.
There are no opportunities to interact with other learners, develop a group
dynamic and to receive support.
The learner and teacher may not get on
The teacher may feel pressurised to achieve results because of a greater
degree of responsibility.
The teacher may find it difficult to find suitable materials and
activities, and to structure an effective syllabus
The teacher may feel that they do not have the experience, training or
resources necessary for this kind of class and that they are only effective
working with large groups
26. With younger students, we can use a form A
such as the "Stars and Stairs" shown in Figure
1 where the star is the success feedback and
the stair is the intervention feedback.
This helps establish a forward-looking stance
to corrective feedback: "What's my next step?
What do I need to do to accomplish this
learning?
STARS AND STAIRS
27. With older students, we can use a similar frame
with a section labelled.
Asking students to think about their work before
receiving feedback scratches up the "soil" in the
brain so the feedback seeds have a place to settle
in and grow.
In addition, this offers guided practice for
students in becoming competent self-assessors.
FIGURE 2
28. Written feedback can be a powerful tool for
helping students to move forward in their
learning.
Do you remember ever getting an English paper
with more red marks than your original writing?
Did you feel that it was hopeless to try to write?
Written feedback has the advantage that the
student can refer to it over and over again.
With oral feedback, the student may forget
what was said.
29.
- WRITE your comments in eligible writing so that students can read
them.
- Write your feedback in student understandable talk and don‟t
forget to give corrections.
FOLLOW UP
- Instead of telling , asking questions
- Be positive or neutral, never negative!
- Be very concrete about what the student needs to do to improve
AND FOLLOW UP
Avoid “Write better”, “Enlarge ideas,” and “Be specific.”
-Review your written feedback notes for students to see if you need
to do whole class, small group, pair or individual focused instruction.
- Allow an opportunity for the student to re-do the work. Student
learning is the REAL purpose.
30. • Participates in professional workshops
• Attends professional meetings and gives useful suggestions.
• Keeps current in subject area
• Engages in continuing education
KEY to successful & Effective teaching
Observe
Imagine
Innovate
31. Adheres to authorized policies .
. Selects appropriate AND proper channels for resolving
concerns/problems
Participates in the development and review of school policies
and regulations.
• Strives to stay informed regarding policies and regulations
applicable to his/her position
• Exercises responsibility for student management
throughout the entire building .
• Uses discretion in handling confidential information
32. I will trust you until you give me reason to do
otherwise.
I will respect you and work with you to solve
problems.
I will promptly correct and offer feedback on
your work.
I will work with you to meet learning goals.
I will offer extra help and alternative
assessments should you require them.
33. THANK YOU FOR YOU
PATIENCE AND INVOLVEMENT
&
BEST OF LUCK