204. Who are you and what do you want? Creating Student Learning Profiles
All students benefit from the availability of a variety of methods and supports and an appropriate balance of challenge and success. I learn who my students are and what they want by developing student profiles. The profiles help me design instruction and support for students with varying abilities.
Presenter(s): Franchetta Beckford
Location: Auditorium III
The document discusses engaging the whole child through education. It recommends that schools provide diverse extracurricular activities, community apprenticeships and internships, and active learning strategies. Service learning is presented as engaging students and improving performance and attendance when incorporated systematically with reflection. Implementing a six step process including identifying community needs and planning can help schools develop service learning projects. The document advocates forming working groups and gaining support from local leaders and groups to promote whole child education.
5th Annual Conf. | Keynote - The importance of collaborative enquiryWholeeducation
This document discusses developing a collaborative, inquiring profession focused on equity and quality outcomes for all learners. It outlines several key aspects of an inquiring profession including having a heartfelt vision for learners, embracing a growth mindset, developing grit and perseverance, being grounded in evidence, emphasizing teamwork, using a disciplined inquiry framework, and showing generosity. The goal is for all learners to leave schools with increased curiosity, dignity, purpose, and respect for Aboriginal perspectives.
Positive Behavior Support Work: Expect Respect at the High School Level ohedconnectforsuccess
Positive Behavior Support Work: Expect Respect at the High School Level
June 27, 9 – 10am, Room: Madison
Staff and students at Waterford High School have embraced and cultivated the concept of ""Expect Respect"" in order to establish a climate that encourages appropriate behavior and supports academic success. Presenters will share specific examples of activities used throughout the last eight years to promote the goals of the program. Attendees will be encouraged to explore avenues by which the precepts of Positive Behavior Support (PBS) can be adapted.
Main Presenter: Suellen Coleman, Waterford High School
Co-Presenter(s): Deana Dye, Kelly Miller, Randy Shrider and Tom Simms, Wolf Creek Local Schools
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Symposium on Parent Engagement - Session 3 "How Family Engagement Impacts Stu...Schoolwires, Inc.
One of the nation’s leading experts in educational leadership and partnership shares critical findings from her extensive research on family engagement and how it impacts student achievement. Gain a deeper understanding of how to implement a capacity-building framework to engage families more effectively, and explore the specific components required to create successful family engagement initiatives.
Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
The document discusses Peer Group Connection (PGC), an evidence-based peer mentoring model that aims to improve school connectedness and ease student transitions. PGC trains older students to mentor younger students through weekly sessions addressing social-emotional skills. Research shows PGC schools have higher graduation rates, grades, attendance and lower suspensions than control schools. The presentation provides an overview of PGC and its implementation process in middle and high schools.
204. Who are you and what do you want? Creating Student Learning Profiles
All students benefit from the availability of a variety of methods and supports and an appropriate balance of challenge and success. I learn who my students are and what they want by developing student profiles. The profiles help me design instruction and support for students with varying abilities.
Presenter(s): Franchetta Beckford
Location: Auditorium III
The document discusses engaging the whole child through education. It recommends that schools provide diverse extracurricular activities, community apprenticeships and internships, and active learning strategies. Service learning is presented as engaging students and improving performance and attendance when incorporated systematically with reflection. Implementing a six step process including identifying community needs and planning can help schools develop service learning projects. The document advocates forming working groups and gaining support from local leaders and groups to promote whole child education.
5th Annual Conf. | Keynote - The importance of collaborative enquiryWholeeducation
This document discusses developing a collaborative, inquiring profession focused on equity and quality outcomes for all learners. It outlines several key aspects of an inquiring profession including having a heartfelt vision for learners, embracing a growth mindset, developing grit and perseverance, being grounded in evidence, emphasizing teamwork, using a disciplined inquiry framework, and showing generosity. The goal is for all learners to leave schools with increased curiosity, dignity, purpose, and respect for Aboriginal perspectives.
Positive Behavior Support Work: Expect Respect at the High School Level ohedconnectforsuccess
Positive Behavior Support Work: Expect Respect at the High School Level
June 27, 9 – 10am, Room: Madison
Staff and students at Waterford High School have embraced and cultivated the concept of ""Expect Respect"" in order to establish a climate that encourages appropriate behavior and supports academic success. Presenters will share specific examples of activities used throughout the last eight years to promote the goals of the program. Attendees will be encouraged to explore avenues by which the precepts of Positive Behavior Support (PBS) can be adapted.
Main Presenter: Suellen Coleman, Waterford High School
Co-Presenter(s): Deana Dye, Kelly Miller, Randy Shrider and Tom Simms, Wolf Creek Local Schools
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Symposium on Parent Engagement - Session 3 "How Family Engagement Impacts Stu...Schoolwires, Inc.
One of the nation’s leading experts in educational leadership and partnership shares critical findings from her extensive research on family engagement and how it impacts student achievement. Gain a deeper understanding of how to implement a capacity-building framework to engage families more effectively, and explore the specific components required to create successful family engagement initiatives.
Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
The document discusses Peer Group Connection (PGC), an evidence-based peer mentoring model that aims to improve school connectedness and ease student transitions. PGC trains older students to mentor younger students through weekly sessions addressing social-emotional skills. Research shows PGC schools have higher graduation rates, grades, attendance and lower suspensions than control schools. The presentation provides an overview of PGC and its implementation process in middle and high schools.
Presentation to launch #BrilliantResidentials in Scotland to NNOL at their meeting on 14 March 2017 at the Millport Field Studies Centre on Isle of Cumbrae.
Preparing Administrators for Leadership in the Rural Contextmmcneffnd
This document summarizes Michael McNeff's study on preparing administrators for leadership in rural contexts. McNeff interviewed six rural principals in North Dakota to understand their experiences. He found that principals are drawn to rural schools due to community ties but also feel isolated professionally. Principals rely on other stakeholders for support and find challenges with limited resources, teacher turnover, and accessing relevant professional development due to distance and costs. The study provides recommendations for improving principal preparation and support programs for rural school leaders.
Citizenship Education for a Sustainable Futureemergeuwf
The citizen science initiative (CSI) is designed to provide service learning experiences to students participating in the STEM elementary education program during their science (SCE4310) and social studies (SSE4113) courses. Both courses highlight teaching social justice issues such as socio-scientific issues, citizen science, and environmental stewardship. Through weekly service learning opportunities, students will observe, learn, practice, and reflect on teaching social justice issues.
December 10, 2009:"Creating a Strong School Culture: Inspiration from Houston...Edutopia
Presenters: Chris Barbic, founder of the YES Prep Public Schools, Mark DiBella, school director at YES Prep North Central, and Mayra Valle, a senior at YES Prep North Central
Target audience: Ideal for teachers and administrators interested in strengthening the culture at their schools
Anyone who has worked in public education knows that school culture can make or break the experience. Great teachers, programs, and practices succeed best only with a culture that supports them. In Houston's YES Prep Public Schools, educators put culture front and center, and it's a major force behind their success. Teachers support each other and constantly seek to help their colleagues improve. They build relationships with students to help them thrive even under the schools' rigorous demands.
The end result: happy teachers, and hundreds of low-income students becoming the first in their families to attend college. There's no magic involved -- just good ideas, dedicated people, and deft execution. In this session, YES Prep leaders explain what they do, how they do it, and how you can put some of these ideas in action at your school, too.
Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through Harvard Family Research Project (HFRP) and the Public Library Association's (PLA) national survey of family engagement in public libraries—– the results of which are presented here.
Education in the Year 2025 -- from NSBA's 2014 ConferenceKatherine Prince
This presentation from my meet the expert session at the National School Board Association's 2014 Conference explores what the emergence of a vibrant and adaptive learning ecosystem might mean for the ways in which school boards operate schools, how teachers teach, and how school leaders interact with their communities
Parents as partners mohua bose and shilpa solankiEduMedia India
The document discusses the importance of parental involvement in children's education. It outlines The Orchid School's model of engaging parents as partners through a Class Parent Volunteer System. This system aims to have parents informed about school policies, enrolled in the school's philosophy, and involved through roles like participating on committees and volunteering in classrooms. Research shows higher student achievement and parent satisfaction when schools successfully collaborate with families.
The document discusses strategies for engaging students in online courses. It identifies key aspects of student engagement including active and collaborative learning, student effort, academic challenge, student-to-faculty interaction, and support for learners. Specific strategies proposed to foster these aspects include using technologies like Skype for online office hours, encouraging student-to-student and student-to-faculty interaction, providing academic challenges through authentic assessments and rubrics, supporting learners through orientations and communities, and setting clear expectations for student effort.
Solutions for rural challenges: Building Teacher CollaborationAlicia Fader
This document discusses strategies for building teacher collaboration in rural schools. It recommends utilizing common planning time, professional learning communities, and critical friends groups to foster collaboration, address local issues, and reduce teacher isolation. Specific models for organizing teacher teams include interdisciplinary teams, disciplinary teams, and self-selected teams. Strong collaborative cultures require dedicating regular time to shared goals and initiatives and maximizing operational structures to translate collaboration into improved student achievement.
Top 10 strategies_for_student_engagementjmontierth
This document outlines 10 strategies for improving student engagement in the classroom: using collaborative partnerships and small groups; effective transitions between activities; incorporating technology; establishing personal relationships; hands-on learning; showing enthusiasm; bringing elements of students' home lives into the classroom; creating a positive learning environment; and designing culturally relevant lessons that interest students and relate to their history. The strategies emphasize group work, movement, technology, personal connections, experiential learning, enthusiasm, cultural inclusion, and positive reinforcement.
Comprehensive student support a district vision and frameworkDavid Mark
This document outlines a district's vision for comprehensive student support through inclusive education. It discusses a shift towards learning services rather than student services, with an emphasis on classroom-based interventions, collaboration between staff, and meeting student needs through flexibility. Key aspects of the vision include early intervention, universal design for learning, supporting teachers, and simplifying individualized education plans. The challenges of implementing this vision at the school and district level are also addressed.
This document discusses establishing a culture of participation in Scottish schools. It outlines current policies around participation and taking practice forward. It also discusses barriers to participation like time, attitudes, and structures. The document then provides examples of whole school, classroom, and focus group approaches to participation. It lists barriers and provides potential solutions. Finally, it recommends further reading on the topic of pupil participation and leadership.
Successfully Transitioning Special Education Students After High School sagedayschool
Sage Day is a private therapeutic school for students grades 4-12 with emotional issues like anxiety or depression, and they provide counseling and support to help students gain confidence and success. They also offer in-district counseling services to supplement support for students in public schools. The presentation provided an overview of Sage Day's approach to helping students with special needs transition after high school through college and career readiness programs.
Directors Meeting - Sept 15, 2020
Featuring:
Julian Williams, Vice President for Diversity, Equity and Inclusion
Katherine Hilson, Professional Development Team, Admissions
Jessie McNevin, Professional Development Team, Capstone Scholars Program
Dennis Pruitt, Vice President for Student Affairs
Inquiry learning in the online environmentjoancoy1
The document discusses inquiry-based learning and project-based learning. It provides definitions and comparisons of the two approaches. Inquiry-based learning involves asking questions, investigating problems, and actively creating and testing new knowledge. It emphasizes process over products. Project-based learning is similar but is curriculum-driven and focused on specific learning outcomes. Both aim to engage students in authentic learning experiences that mirror real-world work. The document encourages sharing ideas about online education and lists tools in Moodle that can help create collaborative learning environments.
This document discusses how to use Google+ communities to foster engagement and a sense of community among online and blended learning students. It provides tips for setting up a Google+ page and community, including categories to organize content and tools to promote interaction between students and instructors. These include using Hangouts for virtual office hours, Google Docs for collaboration, forms for quizzes and feedback, and events. The goal is to apply best practices from blended learning research to encourage active learning, feedback, and respect for diverse learners.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
Promoting Student Learning discusses key components of establishing a positive learning environment including effective classroom management, teacher collaboration, student relationships, and family relationships. Effective classroom management involves establishing proper rapport with students, rules and expectations, and consistency. Teacher collaboration is based on shared goals and accountability and is improved with common planning time and communication. Student relationships foster positive interdependence and learning through group work and projects. Strong family relationships that engage families as partners can transform schools and increase student achievement.
The document outlines a project to create a Parent Resource Room at Sandalwood Elementary School. The goals were to increase parent involvement to boost student achievement, as previous measures had not been effective. Surveys were conducted and needs were identified. The room provides materials for parents to help students at home, including explanations of Common Core standards. Workshops were held and well-attended. Teachers received training and support. The resource room allows for ongoing parent involvement and support of the home-school relationship. Reflections note the importance of developing school leaders, shared responsibility, and revisiting the vision.
Presentation to launch #BrilliantResidentials in Scotland to NNOL at their meeting on 14 March 2017 at the Millport Field Studies Centre on Isle of Cumbrae.
Preparing Administrators for Leadership in the Rural Contextmmcneffnd
This document summarizes Michael McNeff's study on preparing administrators for leadership in rural contexts. McNeff interviewed six rural principals in North Dakota to understand their experiences. He found that principals are drawn to rural schools due to community ties but also feel isolated professionally. Principals rely on other stakeholders for support and find challenges with limited resources, teacher turnover, and accessing relevant professional development due to distance and costs. The study provides recommendations for improving principal preparation and support programs for rural school leaders.
Citizenship Education for a Sustainable Futureemergeuwf
The citizen science initiative (CSI) is designed to provide service learning experiences to students participating in the STEM elementary education program during their science (SCE4310) and social studies (SSE4113) courses. Both courses highlight teaching social justice issues such as socio-scientific issues, citizen science, and environmental stewardship. Through weekly service learning opportunities, students will observe, learn, practice, and reflect on teaching social justice issues.
December 10, 2009:"Creating a Strong School Culture: Inspiration from Houston...Edutopia
Presenters: Chris Barbic, founder of the YES Prep Public Schools, Mark DiBella, school director at YES Prep North Central, and Mayra Valle, a senior at YES Prep North Central
Target audience: Ideal for teachers and administrators interested in strengthening the culture at their schools
Anyone who has worked in public education knows that school culture can make or break the experience. Great teachers, programs, and practices succeed best only with a culture that supports them. In Houston's YES Prep Public Schools, educators put culture front and center, and it's a major force behind their success. Teachers support each other and constantly seek to help their colleagues improve. They build relationships with students to help them thrive even under the schools' rigorous demands.
The end result: happy teachers, and hundreds of low-income students becoming the first in their families to attend college. There's no magic involved -- just good ideas, dedicated people, and deft execution. In this session, YES Prep leaders explain what they do, how they do it, and how you can put some of these ideas in action at your school, too.
Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through Harvard Family Research Project (HFRP) and the Public Library Association's (PLA) national survey of family engagement in public libraries—– the results of which are presented here.
Education in the Year 2025 -- from NSBA's 2014 ConferenceKatherine Prince
This presentation from my meet the expert session at the National School Board Association's 2014 Conference explores what the emergence of a vibrant and adaptive learning ecosystem might mean for the ways in which school boards operate schools, how teachers teach, and how school leaders interact with their communities
Parents as partners mohua bose and shilpa solankiEduMedia India
The document discusses the importance of parental involvement in children's education. It outlines The Orchid School's model of engaging parents as partners through a Class Parent Volunteer System. This system aims to have parents informed about school policies, enrolled in the school's philosophy, and involved through roles like participating on committees and volunteering in classrooms. Research shows higher student achievement and parent satisfaction when schools successfully collaborate with families.
The document discusses strategies for engaging students in online courses. It identifies key aspects of student engagement including active and collaborative learning, student effort, academic challenge, student-to-faculty interaction, and support for learners. Specific strategies proposed to foster these aspects include using technologies like Skype for online office hours, encouraging student-to-student and student-to-faculty interaction, providing academic challenges through authentic assessments and rubrics, supporting learners through orientations and communities, and setting clear expectations for student effort.
Solutions for rural challenges: Building Teacher CollaborationAlicia Fader
This document discusses strategies for building teacher collaboration in rural schools. It recommends utilizing common planning time, professional learning communities, and critical friends groups to foster collaboration, address local issues, and reduce teacher isolation. Specific models for organizing teacher teams include interdisciplinary teams, disciplinary teams, and self-selected teams. Strong collaborative cultures require dedicating regular time to shared goals and initiatives and maximizing operational structures to translate collaboration into improved student achievement.
Top 10 strategies_for_student_engagementjmontierth
This document outlines 10 strategies for improving student engagement in the classroom: using collaborative partnerships and small groups; effective transitions between activities; incorporating technology; establishing personal relationships; hands-on learning; showing enthusiasm; bringing elements of students' home lives into the classroom; creating a positive learning environment; and designing culturally relevant lessons that interest students and relate to their history. The strategies emphasize group work, movement, technology, personal connections, experiential learning, enthusiasm, cultural inclusion, and positive reinforcement.
Comprehensive student support a district vision and frameworkDavid Mark
This document outlines a district's vision for comprehensive student support through inclusive education. It discusses a shift towards learning services rather than student services, with an emphasis on classroom-based interventions, collaboration between staff, and meeting student needs through flexibility. Key aspects of the vision include early intervention, universal design for learning, supporting teachers, and simplifying individualized education plans. The challenges of implementing this vision at the school and district level are also addressed.
This document discusses establishing a culture of participation in Scottish schools. It outlines current policies around participation and taking practice forward. It also discusses barriers to participation like time, attitudes, and structures. The document then provides examples of whole school, classroom, and focus group approaches to participation. It lists barriers and provides potential solutions. Finally, it recommends further reading on the topic of pupil participation and leadership.
Successfully Transitioning Special Education Students After High School sagedayschool
Sage Day is a private therapeutic school for students grades 4-12 with emotional issues like anxiety or depression, and they provide counseling and support to help students gain confidence and success. They also offer in-district counseling services to supplement support for students in public schools. The presentation provided an overview of Sage Day's approach to helping students with special needs transition after high school through college and career readiness programs.
Directors Meeting - Sept 15, 2020
Featuring:
Julian Williams, Vice President for Diversity, Equity and Inclusion
Katherine Hilson, Professional Development Team, Admissions
Jessie McNevin, Professional Development Team, Capstone Scholars Program
Dennis Pruitt, Vice President for Student Affairs
Inquiry learning in the online environmentjoancoy1
The document discusses inquiry-based learning and project-based learning. It provides definitions and comparisons of the two approaches. Inquiry-based learning involves asking questions, investigating problems, and actively creating and testing new knowledge. It emphasizes process over products. Project-based learning is similar but is curriculum-driven and focused on specific learning outcomes. Both aim to engage students in authentic learning experiences that mirror real-world work. The document encourages sharing ideas about online education and lists tools in Moodle that can help create collaborative learning environments.
This document discusses how to use Google+ communities to foster engagement and a sense of community among online and blended learning students. It provides tips for setting up a Google+ page and community, including categories to organize content and tools to promote interaction between students and instructors. These include using Hangouts for virtual office hours, Google Docs for collaboration, forms for quizzes and feedback, and events. The goal is to apply best practices from blended learning research to encourage active learning, feedback, and respect for diverse learners.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
Promoting Student Learning discusses key components of establishing a positive learning environment including effective classroom management, teacher collaboration, student relationships, and family relationships. Effective classroom management involves establishing proper rapport with students, rules and expectations, and consistency. Teacher collaboration is based on shared goals and accountability and is improved with common planning time and communication. Student relationships foster positive interdependence and learning through group work and projects. Strong family relationships that engage families as partners can transform schools and increase student achievement.
The document outlines a project to create a Parent Resource Room at Sandalwood Elementary School. The goals were to increase parent involvement to boost student achievement, as previous measures had not been effective. Surveys were conducted and needs were identified. The room provides materials for parents to help students at home, including explanations of Common Core standards. Workshops were held and well-attended. Teachers received training and support. The resource room allows for ongoing parent involvement and support of the home-school relationship. Reflections note the importance of developing school leaders, shared responsibility, and revisiting the vision.
This document summarizes a webinar on family and community engagement policies in action. It lists the presenters and moderator for the webinar, which include experts from the U.S. Department of Education, National PTA, SEDL, Harvard Family Research Project, Office of Head Start, and local education agencies. The webinar will discuss examples of policies and initiatives at the federal, state, and local levels to promote systemic family engagement.
This document summarizes Lisa Hasler Waters' 2012 qualitative case study exploring the experiences of learning coaches in cyber charter schools. The study aimed to understand how learning coaches support their students, perceive their roles, use technology, and face challenges. It used interviews and focus groups with five learning coaches affiliated with the Hawaii Technology Academy. The results identified three important themes: being learner centric, using available resources, and relating learning to real life. The study provided insights into the behaviors, beliefs, technology use and challenges of learning coaches and their important role in virtual schooling.
The document discusses factors that contribute to increasing learner commitment and motivation. It identifies 10 key areas including positive relationships with teachers, support from parents and peers, inspiring learning experiences, and supportive assessment processes. The goal is to design a curriculum that develops these factors and enables learners to commit to learning through excitement, engagement, motivation and success. Suggestions include involving learners in constructing their own learning and making learning relevant, interesting and focused on effort and attitude.
ASCD 2014 Unleashing Power of Excellent SchoolsSherri Wilson
This document outlines a workshop on engaging families and using the National PTA Standards for Family-School Partnerships. The workshop covers understanding family engagement, identifying the six National Standards, and demonstrating how to partner with families for school improvement. It provides definitions and components of effective family engagement, benefits of involvement, and examples of implementing the Standards through welcoming families, communicating, supporting student success, empowering families, sharing leadership, and community collaboration.
Homeschooling: A Solution to Protect Children from Forced Agendasauroraaudrey4826
In recent years, homeschooling has gained significant attention as an alternative to traditional schooling.
Many families are opting to educate their children at home to ensure their well-being and protect them
from what they perceive as forced agendas in mainstream educational institutions. In this article, we will
delve into the world of homeschooling, examining the reasons why parents choose this educational
approach, exploring its benefits and potential challenges, and discussing how homeschooling can
provide children with a protected environment free from external influences.
Boosting School-to-Home Communication: Proven Strategies & TacticsSchoolwires, Inc.
The document summarizes a webinar presented by Dr. Jill Gildea on proven strategies and tactics for boosting school-to-home communications. The webinar covered research finding that parent involvement leads to better student outcomes and shared strategies used by Fremont School District 79 to facilitate partnerships between home and school. These strategies included summer newsletters, back-to-school nights, family events, and using technology like teacher websites and email blasts to regularly communicate with parents. The webinar provided tips and resources for schools to strengthen school-home relationships and engagement.
Active learning for the adult classroom final naeycStella Baker
This document summarizes Donna Greene and Stella Baker's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. They discuss challenges with traditional lecture-based teaching not developing these skills. Their flipped model has students learn content at home through online resources like a LibGuide created by the college's librarian. This frees up class time for active learning exercises focusing on application, analysis and evaluation. By drawing on adult learning theory emphasizing self-directed learning from experience, the model helps develop the critical thinking needed to apply course lessons.
This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
Academia, the social model and mental health say it like you mean itFrederic Fovet
Frederic Fovet argues that while Universal Design for Learning (UDL) has been embraced to rethink pedagogy through the social model of disability, there is reluctance to apply this approach to mental health issues in academia. He notes that many mental health issues are exacerbated by the university environment. Fovet provides examples of how UDL principles of multiple means of representation, action/expression, and engagement can be applied to course design to avoid triggering mental health issues and better support neurodiverse students. He calls for disability studies programs to play a greater advocacy role in promoting a social model approach to mental health within universities.
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
Active learning for the adult classroom dg naeycStella Baker
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
Here are the key steps:
1. Define the problem clearly
2. Analyze the problem
3. Develop a plan
4. Implement the plan
5. Evaluate the results
Does this help summarize the key aspects of using a problem-solving process to address issues found in parent survey data? Let me know if you need any clarification or have additional questions.
This document discusses approaches to improving school-wide discipline through social-emotional learning programs. It notes that principals must implement programs to reduce problem behaviors, optimize student achievement, and meet the needs of difficult students. Effective programs incorporate efforts between the classroom, home, school, and district to teach social-emotional skills and promote success. Research shows that social-emotional variables have a profound impact on academic performance, and establishing nurturing learning environments improves student outcomes. Alternatives to suspension and expulsion, such as counseling, community service, and behavior monitoring are recommended to address problem behaviors in a constructive manner.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Similar to Unfolding the story of learning coaches in cyber charter schools (20)
The document outlines notable practices and behaviors of online charter school learning coaches:
- Learning coaches should rely on expertise of teachers for subject and child development knowledge, as well as family and friends. Coaches should model resourcefulness and teach children how to learn.
- Coaches nurture children's strengths, provide intimate learning opportunities, and affirm children while backing family values. Coaches adapt flexibly to learner needs and incorporate varied teaching strategies.
- Common challenges for learning coaches include navigating dual roles as teacher and parent, feeling undertrained, lacking access to expert teachers, and feeling overwhelmed by the volume of tasks. Schools should support coaches through guidance tools, differentiated training, easy access to instructional resources and teacher experts,
Parents of Online Charter School Students: Notable PracticesLisa Hasler Waters
This PPT will be presented at iNACOL's Virtual School Symposium 2013. It concerns a study of parents and guardians who were the learning coaches for their own children enrolled in a cyber charter school. The study revealed important behaviors and beliefs these coaches practiced and the challenges they faced. It concludes with opportunities to improve support for these educational facilitators.
This document discusses the importance of using a learning centered syllabus that defines the roles of students and teachers, and establishes the relevancy of course material. It recommends that a learning centered syllabus should: 1) make clear connections between instructor goals and student expectations; 2) indicate the quality of teaching and learning; and 3) be used as a tool for teacher evaluation. A learning centered syllabus achieves this by tying together the course objectives, teaching/learning activities, and assessments using the three R's of relevancy, roles, and relationship. An example syllabus overview is provided to demonstrate how this framework can be applied.
This document defines a learning-centered syllabus and provides guidance on how to develop one. A learning-centered syllabus focuses on making the content relevant to students, clearly defining the roles of both students and teachers, and tying together the course objectives, teaching/learning activities, and assessments. It indicates the quality of teaching and learning, connects instructor goals with student expectations, and can be used for teacher evaluation. The document provides examples of how to incorporate language addressing relevancy, roles, and the relationship between the three elements into a syllabus.
Glaciers are large masses of ice and debris that slowly move down mountains over millions of years due to their own weight. The document also discusses rock formations eroded into mountains by water or wind and includes pictures of glaciers and rock formations in Switzerland, such as the Matterhorn which is half glacier and half rock.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
San Diego State University is located in San Diego, California. The document mentions San Diego State University in San Diego, California three separate times, providing the name and location of the university. Overall, the document focuses on San Diego State University and its location in San Diego, California.
Observational research involves directly observing and recording behaviors and perspectives of participants in their natural environment. It is commonly used alongside other qualitative methods like interviews and focus groups. Pros of observational research include its flexibility, ability to directly measure behaviors, and provide an insider perspective, while cons include it being time-consuming, difficult to record everything, and potentially invasive or intrusive. Key aspects of observational research include developing relationships with participants, refining the study design based on initial observations, selecting additional participants, following up with participants, and considering ethical issues around disclosure and consent.
Mash it Up! Using GarageBand to Enhance Second Language LearningLisa Hasler Waters
This PPT covers how and why Web 2.0 tools, such as GarageBand, can support, enhance and extend foreign language learning in the elementary classroom. Presented by: Lisa C. Hasler Waters, November 2007, University of Hawaii.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Unfolding the story of learning coaches in cyber charter schools
1. Unfolding the
story of learning
coaches in cyber
charter schools
Lisa Hasler Waters
University of Hawaii
2. Table of Contents
The Story Line
The Setting: cyber charter schools
The Back Story: parental involvement in children’s education
The Characters: learning coaches
The Plot: what do they do and how?
The Problem: challenges they face
The Resolution: support, evaluate, maximize
The Finale: conclusions
4. The story line
Cyber charters are publicly funded schools
that:
Blend traditional, virtual and home
schooling;
Abide by state and federal school
regulations, standards & testing;
Partner (often) with for-profit EMOs;
Assign teachers to students;
and,
Engage parents to serve as educational
facilitators,
Yet:
Little is know about these learning coaches
5. The back story:
parental involvement in
children’s education
Studies have shown links between parental involvement and student
achievement in traditional and virtual schools
Might be due to school-home partnerships, socio-economic
statutes, parenting styles, expectations
HDS Model or Parental Involvement has
4 mechanisms of behavior:
encourage, reinforce, model, instruct
6. The characters: learning coaches
Who are they?
Why do they enroll
their children in these
schools?
7. The plot: why, what and how
Why the concern?
What exactly do they do?
How do they support their
students?
8. Behaviors: Beyond the Model
They created a learner centric environment, that was:
Fueled by their awareness of the child and his needs, plus
their own beliefs and the challenges they faced;
Enabled by the 4 behaviors included HDS Model:
encouraging, motivating, reinforcing and instructing; plus,
Adapting and leveraging
9. Dimensionalized Examples
Behavior Continuum of Examples
Encouraging Give high-fives Use of Kindle as reward
Reinforcing Use of online media Real life experiences
Modeling Show how to research Practice work ethos
and validate online
Instructing Guide on the side Help student connect
lesson to his own life
Adapting Enable student to move Alter daily schedule to
during lesson focus on one lesson/day
Leveraging Engage family math Rely on teacher as “go-to”
expert person
11. The problem:
challenges they face
Shortage of time
Difficulty juggling multiple learners
Lack of immediate access to teachers
Challenges with discipline
14. Thank You!
For more information contact:
Lisa Hasler Waters
Hasler@hawaii.edu
Editor's Notes
My goal is to help you form a better idea of who learning coaches are, why they are important, what they do and what more we can do to support their efforts to help their children be successful in cyber charter schools. Today’s agenda (read list) I will take questions throughout presentation.
Nomenclature : Cybers are also referred to as online charters, virtual charters, hybrid schools, blended schools, etc. Status : Estimated 92k students in 170+ schools (yet, some suggest there are 200k students in 400+ schools nationwide) Effectiveness : Little empirical evidence exists concerning their effectiveness. EMOs show positive results. However, recent studies & state audits comparing cybers with traditional schools have found problems, including (a) failing grades in reading and math, (b) higher dropout rates among high school students; (c) lack of governmental oversight, and (d) improper use of funds Operations : 75% are operated by EMOs; flexible environments; technology-dependent; teachers and parents provide student support
Research on parental involvement and HDS model
Who? Learning coaches have demographics similar to home school parents: White, middle class, college educated Why? They enroll their children for a variety of reasons: Serve special needs of gifted or learning disabled student Enable student to move through curriculum at his own pace Provide quality education to a disabled child who may not be able to attend traditional school Access academic programs which might not be available in remote areas Provide continuous and consistent education for a child who may be a professional athlete or performer Pushed away from traditional school because of bullying, etc. Note: pedagogical and ideological reasons are no longer primary drivers for parental choice
Generally, it is accepted that younger students need more help to learn online than adults because they haven’t developed certain problem-solving skills required in such an independent environment and may not be ready to assume responsibility for their own learning; It has also been suggested that the lack of teacher’s physical presence in virtual schooling may be problematic for young learners. However, some suggest that parents may be able to step in to fill this void; Yet, some are concerned that parents are non-qualified teachers doing a teacher’s job. Others are worried that they are doing more student work than they should. Some find lack oversight problematic. These issues, and others, have caused debate over the effectiveness of relying upon parents to serve as educational facilitators. Not much is known about parents of cyber charter students. We do know that they (a) help the student to organize school schedules and daily agendas, (b) perform administrative functions like logging student attendance, (c) guide student through the content as needed, and (d) communicate with school and teachers regarding student’s status This study concerned five learning coaches at a cyber charter to better understand: How do learning coaches support their children academically? What do they believe are their responsibilities as learning coaches?
Ultimately responsible : for child’s academic progress and instructing the child Set expectations : tests were “markers,” but above and beyond tests, they set their own expectations for child and looked for how child could make real life connections to content Confident: their own college-education, work experiences and technology-comfort levels fueled their confidence to be learning coaches Isolation: they did not seek outside groups or courses to facilitate their roles as learning coaches primarily because they did not have time, they believed the curriculum was self-contained and they found training remedial
Shortage of time prevented opportunities to engage in their own training, or extracurricular lessons, and might cause some to return to traditional schooling Lack of immediate access to teachers often led them to rely on the Internet for support since it was immediate Difficulty juggling multiple learners with differing needs Disciplining children as a “teacher/parent” was frustrating and support was sought
So, what can we do to help learning coaches? Support them with immediate access to expert teachers, and make professional development training for them mandatory (where necessary) and convenient Evaluate the quality and application of the curriculum to qualify it as “self-contained” and implement evaluations scheme or peer review opportunities for learning coaches Maximize technology as a gateway towards ecologies of learning, where they and their children can engage in 21st century skills building
This study gave voice to ed facilitators yet to be heard from! There is still much research to be done: Harness the way they provided a learner-centric environment to personalize learning for students Learn more about how they deliver academic support to their children Evaluate best practices to develop more effective training and support for learning coaches