This is to start your department wide thinking around the key competencies in the New Zealand curriculum and how we could incorporate them in Learning languages
'Building a culture of Professionalism: a local authority perspective.' (Nati...GTC Scotland
'Building a Culture of Professionalism: A Local Authority Perspective.' Association of Directors of Education (ADES)
, Workshop 12, GTC Scotland National Education Conference, 28 May 2009.
The workshop will allow those attending to consider the changing nature of professionalism in the light of Curriculum for Excellence and consider how that might best be addressed. It will look, in particular, at the work that has been done through the LNCT in Stirling leading to an agreement around an extended version of Annexe B of the National Agreement and will give them the chance to consider and discuss the usefulness and relevance that this might have in their own context.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
The Superintendent’s Role as a Community LeaderNAFCareerAcads
For superintendents to be perceived as community leaders, they have to be actively involved in the right organizations. We will discuss how superintendents can impact community engagement and develop the strong community resources necessary for work-based learning and advocacy of college and career readiness for all. Come learn how you can be more effective as a true community leader.
'Building a culture of Professionalism: a local authority perspective.' (Nati...GTC Scotland
'Building a Culture of Professionalism: A Local Authority Perspective.' Association of Directors of Education (ADES)
, Workshop 12, GTC Scotland National Education Conference, 28 May 2009.
The workshop will allow those attending to consider the changing nature of professionalism in the light of Curriculum for Excellence and consider how that might best be addressed. It will look, in particular, at the work that has been done through the LNCT in Stirling leading to an agreement around an extended version of Annexe B of the National Agreement and will give them the chance to consider and discuss the usefulness and relevance that this might have in their own context.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
The Superintendent’s Role as a Community LeaderNAFCareerAcads
For superintendents to be perceived as community leaders, they have to be actively involved in the right organizations. We will discuss how superintendents can impact community engagement and develop the strong community resources necessary for work-based learning and advocacy of college and career readiness for all. Come learn how you can be more effective as a true community leader.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Key to School Effectiveness: 21st Century Learning LeadershipSamar Bouzeineddine
In order too meet the standards and the objectives of 21st century learning, schools need to assess their culture, missions, visions, and their strategies of leadership.
Presentation by Dr Lawrence Ingvarson, ACER and Ed Roper, Brisbane Grammar School at the 2015 ACER Excellence in Professional Practice Conference.
The ACER Professional Community Framework describes the five domains that characterise schools with strong professional culture, as defined by the Australian Performance and Development Framework, together with key elements, indicators and rubrics. The Professional Community Questionnaire provides a confidential online survey of all teaching staff in a school, based on the framework. Initial trials indicate that the questionnaire has high levels of internal reliability.
School leaders can use the framework and questionnaire to identify key areas for action and measure changes over time. Participating schools receive a comprehensive report
based on the survey results. This session will report on the results of administering the Professional Community Questionnaire in one school.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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
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.
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.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter 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.
6. The key competencies are an important part of the New Zealand Curriculum. They focus on developing dispositions and behaviours that empower students to approach new learning opportunities with motivation and confidence, equipped with a range of strategies and processes to negotiate and create new knowledge in the 21st century and beyond. The knowledge and skills contained in each of the essential learning areas continues to be important, school management and classroom teachers will need to ensure that in selecting relevant learning contexts and pedagogical approaches, that these attend to, and are conducive to, the development of the key competencies. NZ Curriculum
15. • Encourage staff to think for themselves •Build resiliency through appropriate levels of delegation & professional learning •Recognise conflict as important for community growth and develop systems to express this openly and safely •Provide systems which provide guidance while still allowing independence and flexibility within the working structure •Obtains regular individual and collective feedback from stakeholder groups Classroom Culture (Claxton et al) Classroom & Community Based Curriculum Contexts Innovative / 21 st C teaching and learning Model: •Meeting commitments •Applying learning to new situations •Intrinsic motivation •Social ethical values, the ability to resolve conflict; and resiliency •Seeking and acting on feedback of own performance. Teach: •Reflection as an essential part of learning •Self management/ responsibility skills such as goal setting, time management, choice making, self assessment and evaluation •Making purposes and goals explicit MANAGING SELF • Self-motivation, a “can-do” attitude, and seeing themselves as capable learners. It is integral to self-assessment. •Learners who manage themselves are enterprising, resourceful, reliable, and resilient. •They establish personal goals, make plans, manage projects, and set high standards. •They have strategies for meeting challenges. •They know when to lead, when to follow, and when and how to act independently. Professional Learning Communities Learning contexts and the dimensions of strength (Carr, 2006) A(agency); B(breadth); C(continuity); D(Depth) Professional Teachers Competency Description The Key Competencies – Contextual Opportunities for Learning (Based on a table by Cheryl Doig) [email_address] Subject /Curriculum Area:
16. Millions saw the apple fall, but Newton was the one who asked why .
17.
Editor's Notes
New curriculum is only of use if it influences teaching and learning practice Depth rather than coverage Paradigm shift from standardisation accountability to transformational - 21 st century learning enabled by technology but NOT driven by it. Constructivist: - cognitive psychology Main assumption – knowledge does not exist out there in an objective reality. Knowledge is actively constructed from within by the learner. Facts become facts because it is knowledge that is agreed upon by communities of learners. The learner comes into any situation with prior experiences based on past experiences. New knowledge is learned through integration with prior knowledge. Vygotsky
Thinking of the skills, personality characteristic, knowledge you want your Year 12/13 students to leave Waitakere with.
Concept development and deep understanding are the goals of instruction. Learning is a constructive activity that students have to carry out. Students are active learners. The educators task is to provide students with opportunities to construct knowledge. Need meaningful authentic activities to help students construct knowledge Reflection of both content and the learning process is paramount. Group work impt so students can test their understandings and expand understanding of particular issues – warning Graham nuttall hidden lives of learners – understandings need to be checked (concept maps etc ) Futurelab Links to prior knowledge and experiences – summarising; reviewing, linking main concepts at critical points throughout and at the conclusion of lessons Prior knowledge may contain naïve theories preconceptions or misconceptions, or alternative frameworks and world views. Teachers must explore the learners thinking and challenge misconceptions. Notes From: Grayson Walker Centre University Tennessee Chattanooga–
Read the statement about KC from the NZC & choose 1 aspect of the quote and say what this looks like to you. Before next slide - How many KCs are there? - Can you name the 5 KCs?
Competencies have always been taught. Is just that we have chosen to identify these ones as key. Many students have highly developed skills in the competencies – sometimes we might need to channel them in more positive directions. The question of social responsibility and ethics comes into play. People can be highly creative but what they develop may be quite harmful to society. Globally citizenship is back on the agenda for the US and for the European union countries. Partly due to the low numbers of young people voting or taking any part in civic or political life. We need to change the me generation into the ‘we’ generation.
Let put the KCs into our context now with the Generic Framework for learning LanguagesThey are woven into the LL curriculum through our achievement objectives. Next slide - We have a great website which gices us the opportunity to explore many aspects of Language teaching. It produced by the Minstry and has examples of everything we need. It will hopefully become a collaborative site where teachers can share activities directly relating to the NZC.
Organisation of the website - there’s not only the information that’s listed at the top but we also have every major aspect of pedagogy hyperlinked to make finding information easy so if you click on the link about thinking this is what you get:
Think about your Term plans - What activities could you change to be future focused ? List the activities in the box. After, An example of incorporating OPV chart when completing a cultural activity about a country - Students have to plan the itinerary for a trip - In the Language your teaching - While teaching student to ask questions “Are you OK?” No I’m angry, my girlfriend lied to me.” Teaching them to answer in several ways - Students manage their activities - through choice in topics, reflection on tests/essays For Boys -
Importantly Effective pedagogy section pp 34/36 applies to all aspects of the curriculum. There is not another section of how to teach the key competencies and they must be seen in an integrated way. A key element in the pedagogy section is the inquiry process. Schools must change from a focus on what we know to an emphasis on ‘how we come to know’ Through process of inquiry –individuals construct much of their understanding of the natural and human designed worlds. Inquiry implies “a need or want to know” premise. Inquiry is not so much seeking the right answer –because often there is none- but implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life. It also applies to teacher inquiry into practice –which has become lost in discussions around the inquiry approach, as well as student inquiry Revisit this point later on. Content of the disciplines is very important but as a means to an end not as an end in itself . Knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives.