This document summarizes discussions and site visits from a group exploring different K-12 school structures. They found that:
1) Schools visited used various leadership and learning community models, with most dividing students into 2-3 subschools from P-6, 7-9, and 10-12.
2) Most schools reported positive experiences with multi-age classrooms, open learning spaces, and limited issues between younger and older students.
3) Schools emphasized the need for additional planning time and support for teachers transitioning to open learning models.
4) Assessing and reporting on students in flexible ability groupings was an ongoing challenge all schools were working to address.
School district newsletter distributed to parents, taxpayers, and key communicators. Layout, design and photo editing performed using Adobe Creative Suite. Writing, photography, layout by Lisa McVey. PSBA Award of Excellence in Print Communications.
relative wages history in the US (modified EPI spreadsheetgenauer
modified EPI spreadsheet,
for discussion in
http://jaredbernsteinblog.com/the-shape-of-inequality-and-its-impact-on-growth/#comment-9244
original data obtained from
http://www.stateofworkingamerica.org/charts/view/15
and modified with normalization
School district newsletter distributed to parents, taxpayers, and key communicators. Layout, design and photo editing performed using Adobe Creative Suite. Writing, photography, layout by Lisa McVey. PSBA Award of Excellence in Print Communications.
relative wages history in the US (modified EPI spreadsheetgenauer
modified EPI spreadsheet,
for discussion in
http://jaredbernsteinblog.com/the-shape-of-inequality-and-its-impact-on-growth/#comment-9244
original data obtained from
http://www.stateofworkingamerica.org/charts/view/15
and modified with normalization
Frontend Perfomance und was man so tun kann. Anhand eines Redesigns werden potenzielle Erfolgsfaktoren für die Verbesserung der Ladezeit und der Zeit des ersten Renderns aufgezeigt. In bunt.
June 27
3:15 – 4:15pm
Room: Knox
Bellefontaine City Schools changed its thinking on co-teaching at the district and building levels. Hear about their story and lessons learned and get information you can take back to your district and school to encourage and support co-teaching partners.
Main Presenter: Karen Scott, Bellefontaine City Schools
Co-Presenter(s): Shanel Henry, Bellefontaine Middle School
Connor Street Early Childhood Program EvaluationsEDDD 8084EAlleneMcclendon878
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.
Visual Maths Worksheets and Maths resources online and easy to follow. Our printable maths worksheets are helpful resources for teachers, parents and tutors.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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
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.
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
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. TPL REPORT 25TH MAY 2011 Chris, Davina, Rachel and Sandy
2. OUR QUESTION How can we as a group of new colleagues build a professional learning community which enables us to work collaboratively and develop shared norms for positive teaching strategies within a K-12 setting? Actions: Investigate established schools and models Visit each other’s campuses Investigate the capability of developing shared norms within the Engage domain of E5 Facilitate substantive conversations.
3. SURVEY RESULTS Thank you to everyone who completed the survey. The results were on the whole very positive.
4. I am looking forward to working in a K-12 school Strongly Agree 60.7% Agree 32.1% Disagree 7.1% Strongly Disagree 0.0%
5. I am happy to have teachers from the other campus come to visit my classes. Strongly Agree 41.7% Agree 58.3% Disagree 0.0% Strongly Disagree 0.0%
6. SCHOOL STRUCTURES So far we have visited: Laverton P-12 Narre Warren P-12 The Knox School (ELC-12)
7. LAVERTON P-12 Two Primary Schools and one Secondary school merged to form a school with approximately 600 students.The current arrangement is 3 Learning Communities: P-4 5-8 Working in a primary style model 9-12
8. The leadership structure for each Learning community: One Principal (AP) with no teaching load. One Team Leader (LT) One Curriculum Leader (LT)
9. NARRE WARREN Narre Warren started with P-4, 5-8 and 9-12 but in 2011 changed to P-6 and 7-12. This change was driven by their data that suggested the 5&6’s were not ready for the secondary model and still needed one teacher for the core. In year 7 & 8 they minimise the number of teachers for each class and are leaning towards a more primary model.
10. Leadership Structure 5 AP’s P-2, 3-6, 7-9, 10-12 and Operations and Daily Org. Year Level Leading Teachers Leading Teachers for some KLA’s (English and Maths)
11. The Knox School Pre-prep -4 Lower Middle 5-7 Upper Middle 8-9 Senior 10-12 They have had three years with this model; previously they had 5-9 but they couldn’t drive the 5 & 6 curriculum effectively.
12. Leadership Structure Each Subschool had a Head and Deputy Head both had some teaching load. A director of curriculum for the whole school A whole school Data Analyst
14. AEU CONDITIONS Laverton: Primary trained teachers worked to the primary agreement which consists of 22.5 hours face to face teaching per week. Secondary trained teachers worked to the secondary agreement which consists of 20 hours face to face teaching per week. This was regardless of which year levels they taught. The learning communities tried to make it as equitable as possible.
15. AEU CONDITIONS Narre Warren: Both Primary and Secondary conditions in operation with teachers allocated planning time on a pro rata basis depending on their load. Knox School: Not bound by AEU conditions; all staff had 20 hours face to face. All Extra curricular duties including yard duty were set at a limit of 75 hours per year. These were publicised for all staff to see.
16. PLAYGROUND AND STUDENT INTERACTION All schools had designated areas for junior levels (P-4) but the majority of space was open to all year levels. None of the schools reported issues with bullying or older students having a poor influence on younger students. Both Laverton and Narre Warren reported more issues with Juniors annoying Seniors. Narre Warren is happy to have visitors during recess or lunch to observe student interaction.
17. TIMETABLING All schools we have visited so far work on a 5 period day. Laverton, Narre Warren and Berwick Chase had two periods, Recess, Two periods, Lunch and then one period. (BPS currently on this model) The Knox School had had two periods, Recess, one period, Lunch and then two periods. (BHC currently on this model) None of these schools had different lunchtimes or recess for different year levels.
19. MEETINGS At all three schools staff were allocated to one learning community or year level. (eg. 5-8) This allowed for meetings to be curriculum, Teaching and Learning and learning community issues focussed rather than individuals attending numerous meeting across learning communities. In general whole school staff meetings were minimal, briefing type announcements and only 15 mins leaving time for the issues that really matter. Laverton rarely use the third hour.
20. OPEN LEARNING SPACES All three schools endorse the use of open learning spaces but only Laverton was purpose built for this style of teaching. The others have converted existing rooms and buildings. These do not appear to be as successful. Narre Warren and Laverton both stressed the need for extra planning time, PD and visits to other schools so that all staff feel supported in the transition to this style of teaching. All schools we visited had extra support staff available to assist in these open Learning spaces.
21. OPEN LEARNING SPACES It is essential that a team approach is taken by all staff members in the learning community. This is supported by a strong leadership presence and clearly defined policies, procedures and expectations for students and staff. From our observations learning appeared to be organised and positive because of this strong leadership support structure.
27. Berwick Chase Primary School We visited Berwick Chase this week and noticed similar trends to what we have observed at the others. Large emphasis on meetings with a teaching and learning focus. Extra time for planning. Whole team meets for one full day every five weeks. Less students in the areas than they are built for with many extra adults (parents, Aides etc) to assist. Students move between the groups according to their ability in some areas. They also have their timetable operating as 2-2-1 as many other schools.
28.
29. ABILITY GROUPINGS Laverton are aspiring to have students working in ability groups. Therefore if a student in Grade 4 is reading at a yr7 level he would work at that level with other students of the same ability. However, this has proven to be more difficult than anticipated. Students are working in ability grouping within a learning community. (5&6 or 7&8) This is an area we are still investigating.
30. ASSESSMENT We asked the question: How do you assess and write reports on students that are changing from group to group throughout the semester? All schools had some form of central database that all teachers could add to and the reports were collated and written by a “homegroup” teacher. None of the principals we have spoken to really knew how this was working but assured us that staff had their individual methods for recording assessment and were happy for us to contact them for further information.