The textbook adoption process in North Carolina involves an annual evaluation of textbooks by the North Carolina Textbook Commission to create a list of recommended textbooks for schools. The Commission is made up of teachers, administrators, parents and a superintendent. Publishers submit textbooks based on criteria. Textbooks are reviewed by committees and the Commission, who make recommendations to the State Board of Education, who then adopts the list. Schools can choose from the adopted list and have flexibility to purchase unadopted materials as well.
Educational digital library case studies utilizing pre-Web, browseable Web, searchable Web, and social Web technologies will highlight the creation, curation, and evaluation of digital libraries and communities of practice. These digital libraries are designed to empower health care providers at the point-of-care, and afterwards for deeper learning, to improve patient care locally and globally.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Educational digital library case studies utilizing pre-Web, browseable Web, searchable Web, and social Web technologies will highlight the creation, curation, and evaluation of digital libraries and communities of practice. These digital libraries are designed to empower health care providers at the point-of-care, and afterwards for deeper learning, to improve patient care locally and globally.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
SBE Literacy Task Force draft recommendationsEducationNC
The North Carolina State Board of Education Literacy Task Force draft recommendations on improving K-3 reading instruction, which will be updated and presented to the State Board on June 3
Integrating EQuIP Into Your State’s CCSS Implementation Strategy Achieve, Inc.
On April 29, 2014 Achieve hosted a webinar on integrating EQuIP into Common Core State Standards implementation plans. It provided an overview of the available tools and resources developed through Achieve’s EQuIP (Educators Evaluating the Quality of Instructional Products) initiative, designed to identify high-quality materials aligned to the CCSS. We then heard directly from leaders at the state and district level who have put the EQuIP resources into use to support their efforts to identify quality and aligned instructional materials to advance implementation of the CCSS, including Merri Ann Drake, Idaho Core Coach, Idaho State Department of Education; Elissa Farmer, Curriculum Specialist, Seattle Public Schools; Terri King-Hunt, Gifted Support Specialist, Atlanta Public Schools; Linda Schoenbrodt, Elementary Mathematics Program Specialist, Maryland Department of Education; and Amy Youngblood, Founder, Eduoptimus. For more and to hear the recording, go to http://www.achieve.org/meetings-webinars
For School management teams:
Are we ready for the new year?
This presentation will assist school managers to evaluate if they are ready for the new academic year.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
SBE Literacy Task Force draft recommendationsEducationNC
The North Carolina State Board of Education Literacy Task Force draft recommendations on improving K-3 reading instruction, which will be updated and presented to the State Board on June 3
Integrating EQuIP Into Your State’s CCSS Implementation Strategy Achieve, Inc.
On April 29, 2014 Achieve hosted a webinar on integrating EQuIP into Common Core State Standards implementation plans. It provided an overview of the available tools and resources developed through Achieve’s EQuIP (Educators Evaluating the Quality of Instructional Products) initiative, designed to identify high-quality materials aligned to the CCSS. We then heard directly from leaders at the state and district level who have put the EQuIP resources into use to support their efforts to identify quality and aligned instructional materials to advance implementation of the CCSS, including Merri Ann Drake, Idaho Core Coach, Idaho State Department of Education; Elissa Farmer, Curriculum Specialist, Seattle Public Schools; Terri King-Hunt, Gifted Support Specialist, Atlanta Public Schools; Linda Schoenbrodt, Elementary Mathematics Program Specialist, Maryland Department of Education; and Amy Youngblood, Founder, Eduoptimus. For more and to hear the recording, go to http://www.achieve.org/meetings-webinars
For School management teams:
Are we ready for the new year?
This presentation will assist school managers to evaluate if they are ready for the new academic year.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thesis Statement for students diagnonsed withADHD.ppt
Textbook presentation1
1.
2. • The North Carolina State Board of Education includes a complete listing of
textbooks and other instructional materials recommended by the North Carolina
Textbook Commission for use by local school systems.
• Each year a call or the Invitation to Submit Textbooks for Evaluation and Adoption
in North Carolina goes to publishers to request submission of
textbooks/instructional materials for evaluation.
• The entire adoption process from this point throughout the final adoption stresses
compatibility with the Standard Course of Study and the appropriateness of the
materials for the teachers and students who are the end users.
• In September, the Commission convenes to discuss the evaluators' and their own
findings and to draft a list of recommendations to present to the State Board of
Education in October.
• At October State Board meeting, the Board formally adopts the list of
materials, considering the recommendations of the Textbook Commission.
• After the state adoption, local textbook selection committees begin another round
of review and evaluation to determine which materials best suit the needs of their
students. The Department of Public Instruction sponsors several regional
presentations of the newly adopted instructional materials each November.
3. • The textbook adoption process is an annual
evaluation and adoption of textbooks for use
in the North Carolina Schools.
• The State Board of Education has the
responsibility of adopting textbooks to be
placed on the State adopted list. The authority
of the State Board of Education to adopt
textbooks is codified in North Carolina General
Statutes 115c-85-86; 102.
4. • Parents are the most important partners that schools can have in
educating children from kindergarten to graduation. Parent
involvement in schooling and student success go hand-in-hand.
• When schools work together with families to support
learning, children tend to succeed not just in school, but
throughout life. In fact, the most accurate predictor of a student's
achievement in school is not income or social status, but the extent
to which that student's family is able to:
• Create a home environment that encourages learning;
• Express high (but not unrealistic) expectations for their children's
achievement and future careers;
• Become involved in their children's education at school and in the
community (1:1).
5. • May schools purchase materials that are not on the
adopted list?
• Yes, schools have the flexibility to use any materials
that meet the needs of their teachers and students.
•
May schools use textbook funds to purchase
materials that are not adopted?
• Yes, school improvement plans must include provisions
for using textbooks that have not been adopted by the
State Board of Education. See G.S. 115C 98 b2 (1). The
local Finance Officer would then request a transfer of
funds from textbooks to classroom materials.
6. • Due to NC Legislative budget cuts to state
textbook funds, there will not be a textbook
evaluation and adoption process for the 2011-
12 school year. When the textbook evaluation
and adoption process resumes, notification
will be posted on the Textbook Evaluation and
Adoption web site and the five-year tentative
schedule will be posted at that time.
7. • Textbook Commission
• The statewide selection of textbooks/instructional materials is
administered by the North Carolina Textbook Commission.
Adoption of materials is codified in General Statutes 115C 87-102
and the process is described in the Administrative Code, Subchapter
6D, .0204-.0210. Every four years the State Superintendent
recommends persons to the Governor to be considered for
appointment to the Textbook Commission. The Governor appoints
twenty-three members to serve four-year terms. The Commission is
made up of five elementary teachers or principals, five middle
school teachers or principals, four high school teachers or principals
three parents of elementary students in grades K-5, three parents
of middle school students in grades 6-8, two parents of high school
students in grades 9-12, and a local school superintendent.
8. • Evaluative Criteria
• Each year a call or the Invitation to Submit Textbooks for Evaluation
and Adoption in North Carolina goes to publishers to request
submission of textbooks/instructional materials for evaluation. Prior
to the call going out a Curriculum Review Committee is appointed
from qualified educators across the state to review relevant
curricula and to write the criteria for submission of materials. The
criteria are included in the call letter that is sent to publishers the
following April. Evaluation sheets are written using the same
criteria. The entire adoption process from this point throughout the
final adoption stresses compatibility with the Standard Course of
Study and the appropriateness of the materials for the teachers and
students who are the end users.
9. • Evaluation of Textbooks
• The Textbook Commission appoints Regional Textbook
Advisory Committees to review and evaluate materials that
are submitted by publishers. Committee members are
carefully selected based upon their training and experience
in the discipline, and are paid $100.00 per day for not more
than ten days. During July, evaluators attend special
training about the curriculum and the evaluation
instruments that were developed by the Curriculum Review
Committee. Evaluation of materials immediately follows
training for a number of days specified by the Textbook
Commission. Upon completion of their work, evaluators file
written and verbal reports of their findings with the
Commission.
10. • State Board Adopts
• In September, the Commission convenes to discuss the evaluators'
and their own findings and to draft a list of recommendations to
present to the State Board of Education in October. After the list of
recommendations has been formulated, sealed bids are opened
and bid prices are added to the list of recommendations. Price is
not a factor the Commission considers when drafting its list of
recommendations. For each textbook or program, the Textbook
Commission is required to submit a written evaluation signed by
the submitting Commission member.
• At October State Board meeting, the Board formally adopts the list
of materials, considering the recommendations of the Textbook
Commission, conformity with requirements in the Invitation to
Submit Textbooks for Evaluation and Adoption in North
Carolina, conformity with the Standard Course of Study, price, and
the needs of the public schools.
11. • Local Selection
• Upon adoption of materials, contracts are sent to the
submitting publishers and are in effect for five years
with no escalation of prices. Materials adopted in 2001
will go on contract February 1, 2002 and will be
introduced into the schools in 2002. After the state
adoption, local textbook selection committees begin
another round of review and evaluation to determine
which materials best suit the needs of their students.
The Department of Public Instruction sponsors several
regional presentations of the newly adopted
instructional materials each November.
12. • Definition of Textbook
• The 1994 adoption included a call for technology-based programs and classroom
kits in addition to regular textbooks and activity-oriented programs. Adoption of
alternative instructional materials was made possible after the General Assembly
broadened definition of textbook as codified in G.S. 115C-85 to read as follows:
• As used in this part, 'textbook' means systematically organized materials
comprehensive enough to cover the primary objectives outlined in the standard
course of study for a grade or course. Formats for textbooks may be print or
nonprint, including hardbound books, softbound books, activity-oriented
programs, classroom kits, and technology-based programs that require the use of
electronic equipment in order to be used in the learning process.
• The statewide adoption process offers one way for schools to have access to
quality instructional materials at the lowest prices available. Evaluative criteria are
carefully established and materials are conscientiously examined so that the best
materials are made available to serve as tools to support the goals and objectives
of the North Carolina Standard Course of Study.