The PROTECS Model
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Staff development that improves student learning organizes teachers into collaborative teams focused on school and district goals. Effective leaders guide continuous curriculum improvements and provide resources for teacher collaboration and development. Data is used to identify priorities and monitor progress, while research informs decision making. Training applies principles of human learning and uses strategies appropriate for goals, equipping teachers with collaboration skills while deepening content knowledge and repertoire of instructional strategies. Outreach prepares teachers to engage families in student achievement.
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Similar to The PROTECS Model
National Staff Development Council Standards
Staff development aims to improve student learning through organized adult learning. Effective staff development:
1) Organizes teachers into collaborative teams to align goals with school/district and improve daily work.
2) Requires skilled leaders to guide instructional improvement through policies and support for ongoing professional learning.
3) Utilizes resources like time, money, and people to support adult collaboration and learning.
NYS Professional Development Standards
The document outlines key principles for effective professional development for educators. It states that professional development should be based on data about recipients' needs, reflect best practices in sustained learning, and incorporate knowledge of adult learning. It also ensures that educators expand their content knowledge and skills to provide appropriate instruction, collaboration, support for diverse learners, safe environments, engagement with families, use of student data, technology, and evaluation of effectiveness.
BES Overview
Education Leaders Forum - Enhancing Learning Culture, 21&22 August 2014 Christchurch
Leading positive and sustainable change
CIP individual pages
This document presents the Evansville Vanderburgh School Corporation's (EVSC) five-year continuous improvement plan called "Maximizing Potential: Blueprint for Student Success 2016-2021". The plan aims to maximize student learning and close achievement gaps by prioritizing student learning through a framework called GAIN, investing in staff professional development, and ensuring strategic alignment of systems and processes through infrastructure improvements. Student learning will be advanced through developing student ownership of learning, implementing social-emotional learning and response to intervention programs, and refining rigorous standards-based lessons. Teachers will be supported through instructional coaching and frameworks, and all staff will be engaged and developed to believe in EVSC's vision. Systems and structures will foster collaborative continuous improvement across
Cassandra Allen Holifield PhD - Resume
The document provides biographical information about Dr. Cassandra Allen Holifield, including her contact information, objective, and extensive experience in special education leadership positions. It highlights that she currently serves as the Director of North Metro GNETS, where she oversees budget and personnel and ensures students receive appropriate services. It also lists her previous roles at Walden University as a contributing faculty member, Metro RESA as a School Improvement Specialist, and Western Governors University as a Special Education and English Language Learning Product Manager. Accompanying quotes from colleagues praise her knowledge, dedication, and ability to improve outcomes for special needs students.
Corinne R. Paiva_Resume (1)
This resume is for Corinne R. Paiva, an educator seeking a position in elementary education or special education. She has over 15 years of experience in these fields, having worked as a special education teacher, substitute teacher, and behavioral aide. She is pursuing her Doctorate in Educational Leadership. Paiva is highly skilled in curriculum development, differentiated instruction, and classroom management strategies. She has a proven track record of helping all students succeed, including those with IEPs or other learning challenges.
TOSA Qualities
Myrna Gonzalez will provide support to the principal and teaching staff in implementing the Common Core Standards and applying instructional strategies using technology. She will ensure all students are challenged to meet high personal goals through rigorous problem solving. Specifically, she will assist with curriculum coordination and implementation, provide teachers with lesson planning and formative assessments, use data to help plan instruction, and support students' academic and social-emotional needs. She will also assist with professional development aligned to curriculum standards and help teachers develop positive classrooms and interventions.
tomika_brown_resume2016
This document provides a qualifications summary for an educator seeking an administrative or management position. It summarizes their experience as an instructional content facilitator, where they worked with directors to organize data, plan professional development, and support teachers. It also lists their previous experience teaching various grade levels and subjects, developing curricula, analyzing student data, and mentoring other teachers. Their education includes a master's degree in education administration and teaching certifications.
LaKeisha Weber
LaKeisha Weber is an experienced educational leader and training coordinator. She has a Master's in Educational Leadership and has worked as both a science teacher and assistant principal. Currently, she is a Training Coordinator at Tesla where she develops training programs to support production goals. She has strong skills in curriculum development, instructional design, and using learning management systems.
Core beliefs about teaching
The document outlines three core beliefs about teaching, learning, and leadership: 1) The goal of teaching is student learning. Teachers are focused on ensuring academic growth for each student through learner-centered teaching and effective use of instructional time. 2) Learning is best supported by a positive, community-centered approach where students feel a sense of identity and belonging. This involves implementing classroom and cultural norms school-wide. 3) Leaders are navigators who empower others and guide the school toward a shared vision of academic success through building capacity, frequent communication, and supporting teaching.
Deborah A. Hooks-Ward New_5_20
Deborah Hooks-Ward has over 15 years of teaching experience and 6 years of leadership experience. She has a PhD in Administration, Leadership, and Policy and has held positions as a teacher, inclusion coordinator, principal intern, and occupational studies teacher. She has excellent communication, planning, and interpersonal skills and is committed to serving students, research, and scholarly work.
Ed 635 Chapter 7
This document discusses the key elements of effective staff development based on the National Staff Development Council's standards. It summarizes that staff development should:
1) Improve the learning of all students by organizing educators into learning communities focused on school and district goals.
2) Use data-driven and research-based approaches to determine learning priorities and help ensure continuous improvement.
3) Apply knowledge of human learning and collaboration to provide appropriate strategies and social support for educators.
4) Prepare educators to understand and appreciate all students, hold high expectations, and create safe, supportive learning environments.
Technology and Teaching Standards
The document discusses the North Carolina Professional Teaching Standards and the National Educational Technology Standards for Teachers. The NC standards were created to provide a basis for teacher preparation, evaluation, and development and help students learn 21st century skills. The standards address leadership, establishing a respectful environment, content knowledge, facilitating learning, reflection, and student success. The NETS standards were issued to define new skills and knowledge needed to teach and learn in the digital age, and address facilitating student learning with technology, designing digital learning assessments, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth regarding technology.
Best practices in education
This document discusses best practices in education. It introduces the State Education Resource Center (SERC) which researches, compiles, and promotes effective practices to improve educational opportunities for all students. SERC has identified nine standards found in high-performing schools that improve student performance, including clear focus, high standards, strong leadership, supportive learning environments, parent/community involvement, monitoring and assessment, aligned curriculum and instruction, professional development, and flexible time and structure. The document provides details on each of the nine standards and defines best practices as those supported by research evidence and proven successful in different settings.
Technology and Teaching Standards
The document summarizes the North Carolina Professional Teaching Standards and the National Educational Technology Standards for Teachers. The NC standards establish a basis for teacher preparation, evaluation, and development. They aim to help students learn 21st century skills and content. The standards address leadership, establishing a respectful environment, content knowledge, facilitating learning, reflection, and student success. The NETS standards define technology skills and knowledge needed for digital-age teaching and learning. They focus on student creativity, designing assessments, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth.
Developing teacher quality and effectiveness in new teachers for nyu
Mary Diez's presentation from the February 24 Education Policy Breakfast at NYU's Steinhardt School of Culture, Education, and Human Development
EDD581 Action Research andEvaluationCopyright ©2013 by .docx
EDD/581 Action Research and
Evaluation
Copyright ©2013 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.
Course Dates
Oct 29, 2013 - Dec 23, 2013
Academic Standards
The following standards apply to or are associated with this course for accreditation, governance, or compliance.
National
Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
Standard 1
A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates ...
CV_YPeay
The document is a curriculum vitae for Dr. Yolanda S. Peay that outlines her education, teaching experience, professional experience, community involvement, and publications. It details that she has over 13 years of K-12 teaching experience in subjects such as math, science, English language arts, and writing. She holds a PhD in Curriculum and Instruction from Capella University and is certified to teach in New York and Georgia.
Kellupdated18050
This document outlines the 10 standards for educational leadership and includes artifacts and essays related to each standard from an internship. The standards address areas like vision, instructional leadership, managing the learning environment, community partnerships, decision making, diversity, technology, assessment, human resource development, and ethical leadership. For each standard, the document includes examples of artifacts and essays produced during an internship to demonstrate knowledge and skills in that area. It also includes an acknowledgments section thanking those who supported the internship experience.
Showcase of Best Practices for Mary Grace Phillips
This document summarizes the best practices of an educational leader intern during her internship. She worked to support students through data analysis, interventions, and relationship building. She provided professional development for teachers, modeled lessons, and supported collaboration. As a leader, she created a vision and improvement plan, ensured safety, and promoted family and community involvement. Her goal is to increase student achievement through strong partnerships, collaboration, and communication.
Similar to The PROTECS Model (20)
Developing teacher quality and effectiveness in new teachers for nyu
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EDD581 Action Research andEvaluationCopyright ©2013 by .docx
EDD581 Action Research andEvaluationCopyright ©2013 by .docx
Showcase of Best Practices for Mary Grace Phillips
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Evernote: What Can’t App Tool Do?!
Evernote is a note-taking and organizational tool that can be used across multiple devices and platforms. It allows users to take notes, collect research, archive emails and other documents in one cloud-synced place. The document recommends downloading Evernote on two devices and committing to trying it for one week in order to experience its full capabilities for organizing notes, research, and other materials across devices.
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Interactivity tools
This document summarizes and compares 5 tools that can be used for interactive activities in the classroom: Socrative, PollAnywhere, PollDaddy, GoSoapBox, and Infuse Learning. Socrative and Infuse Learning allow for quizzing and polling of students using any internet-connected device and have dead simple interfaces. PollDaddy is best for conducting longer polls and surveys. GoSoapBox enables quick question asking and discussion.
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
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The PROTECS Model
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