The document provides information about Redhawks High School including:
- The district has 4,100 students from working middle class families across grades K-12.
- The school uses various models and systems to guide instruction including a total quality learning management model, integrated systems model of knowing, collaborative strategic plan, and performance pyramid.
- The school emphasizes accountability, communication, continuous improvement, integrity, respect, and maintaining a positive learning community.
"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Pl...SeriousGamesAssoc
Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference
ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.
___________________________ Not in Place = 1
1. Rules are posted, referred to, and reinforced daily.
2. Routines and procedures are established and taught.
3. Transitions are well-planned and efficient.
4. Seating arrangements facilitate instruction and behavior.
5. Teacher actively supervises students.
6. Teacher uses a variety of instructional formats.
7. Teacher provides specific praise and feedback.
8. Teacher ignores minor inappropriate behavior.
9. Teacher uses pre-corrections to prevent problems.
10. Teacher reinforces appropriate behavior.
11. Teacher uses effective error corrections.
12. Teacher uses a variety
B I D D U L P H H I G H S C H O O L T D A F I N A L P R O O F P D FMike Blamires
1. The document assesses the impact of trainee teachers on raising achievement in schools. It finds that trainee teachers have a positive impact and do not adversely affect pupil progress or attainment.
2. School leaders, mentors, and pupils were surveyed and generally found trainee teachers improved learning environments, motivation, and brought new ideas and approaches without negatively impacting standard measures of school performance.
3. Statistical analyses of schools with different numbers of trainee teachers found no significant differences in SATs or GCSE results, indicating trainee teachers do not harm outcomes.
The document summarizes a presentation on developing a systematic approach to addressing students' social, emotional, and behavioral learning needs. It defines social emotional learning and outlines Illinois learning standards. It also details the process used to develop recommendations, including conducting research, a gap analysis, and surveys. Recommendations include adopting researched social emotional learning curricula, a tiered support system using data collection and counseling, and increasing counseling staffing to recommended levels.
Quality Assurance in Teacher Education in ScotlandBrian Hudson
1) The document discusses quality assurance methods for teacher education in Scotland at both the national and institutional levels.
2) At the national level, strengths include consistent standards and accreditation, but areas for improvement include better coherence across initial teacher education, induction, and continuing professional development.
3) At the institutional level, areas for improvement include greater consistency of approach, stronger commitment to initial teacher education, and improved partnerships between universities, local authorities, and schools.
Quality Assurance in Teacher Education (TESSA) & OER by Prof. Frank BanksSNDTWU
This document discusses open educational resources (OERs) for teacher education. It describes The Open University's role in developing OERs through programs like TESSA, English in Action, TESS-India, OpenLearn and FutureLearn. TESSA has developed a bank of multimedia OER materials used across sub-Saharan Africa, with some programs reaching over 500,000 teachers. TESS-India aims to develop flexible, high-quality OERs to support over 7 million Indian teachers through classroom-focused resources. The document outlines the growth of OER programs in improving global teacher education.
The document provides a blueprint for school improvement in the Western Metropolitan Region. It aims to improve literacy and numeracy as foundational skills through three key strategies:
1) Building the capacity of leaders and teachers to use effective instructional practices in an engaging learning environment.
2) Tracking individual student data to monitor progress and inform support.
3) Achieving measurable gains in student learning outcomes in literacy, numeracy, and school completion rates within three years.
"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Pl...SeriousGamesAssoc
Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference
ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.
___________________________ Not in Place = 1
1. Rules are posted, referred to, and reinforced daily.
2. Routines and procedures are established and taught.
3. Transitions are well-planned and efficient.
4. Seating arrangements facilitate instruction and behavior.
5. Teacher actively supervises students.
6. Teacher uses a variety of instructional formats.
7. Teacher provides specific praise and feedback.
8. Teacher ignores minor inappropriate behavior.
9. Teacher uses pre-corrections to prevent problems.
10. Teacher reinforces appropriate behavior.
11. Teacher uses effective error corrections.
12. Teacher uses a variety
B I D D U L P H H I G H S C H O O L T D A F I N A L P R O O F P D FMike Blamires
1. The document assesses the impact of trainee teachers on raising achievement in schools. It finds that trainee teachers have a positive impact and do not adversely affect pupil progress or attainment.
2. School leaders, mentors, and pupils were surveyed and generally found trainee teachers improved learning environments, motivation, and brought new ideas and approaches without negatively impacting standard measures of school performance.
3. Statistical analyses of schools with different numbers of trainee teachers found no significant differences in SATs or GCSE results, indicating trainee teachers do not harm outcomes.
The document summarizes a presentation on developing a systematic approach to addressing students' social, emotional, and behavioral learning needs. It defines social emotional learning and outlines Illinois learning standards. It also details the process used to develop recommendations, including conducting research, a gap analysis, and surveys. Recommendations include adopting researched social emotional learning curricula, a tiered support system using data collection and counseling, and increasing counseling staffing to recommended levels.
Quality Assurance in Teacher Education in ScotlandBrian Hudson
1) The document discusses quality assurance methods for teacher education in Scotland at both the national and institutional levels.
2) At the national level, strengths include consistent standards and accreditation, but areas for improvement include better coherence across initial teacher education, induction, and continuing professional development.
3) At the institutional level, areas for improvement include greater consistency of approach, stronger commitment to initial teacher education, and improved partnerships between universities, local authorities, and schools.
Quality Assurance in Teacher Education (TESSA) & OER by Prof. Frank BanksSNDTWU
This document discusses open educational resources (OERs) for teacher education. It describes The Open University's role in developing OERs through programs like TESSA, English in Action, TESS-India, OpenLearn and FutureLearn. TESSA has developed a bank of multimedia OER materials used across sub-Saharan Africa, with some programs reaching over 500,000 teachers. TESS-India aims to develop flexible, high-quality OERs to support over 7 million Indian teachers through classroom-focused resources. The document outlines the growth of OER programs in improving global teacher education.
The document provides a blueprint for school improvement in the Western Metropolitan Region. It aims to improve literacy and numeracy as foundational skills through three key strategies:
1) Building the capacity of leaders and teachers to use effective instructional practices in an engaging learning environment.
2) Tracking individual student data to monitor progress and inform support.
3) Achieving measurable gains in student learning outcomes in literacy, numeracy, and school completion rates within three years.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
EdisonLearning offers a comprehensive professional development program called Learning Force to enhance teacher skills. The program provides initial and ongoing training to help teachers implement tutoring programs effectively. Training is customized for each school and covers topics such as instructional strategies, data analysis, and classroom management. EdisonLearning trains school leaders who then train other teachers in a train-the-trainer model. The goal is to build schools' capacity to continue professional development and improve instruction to benefit students.
An overview of the tool developed by the Consortium for Chicago School Research that we will be using to help provide Detroit school leaders with the tools and information they need to improve education for our kids, and to give a voice to our great and hardworking teachers and students.
The document describes the Grand Erie Catholic District School Board's system-wide approach to collaborative inquiry. It began in Year 1 by focusing on literacy with select schools. In Year 2, all elementary schools participated with a focus on assessment. For Year 3, all elementary and secondary schools took part in a process-based collaborative inquiry model centered around improving student learning. Emerging themes showed an alignment between school and system efforts, increased teacher collaboration, and teams valuing the inquiry process for reflecting on practice and student needs. The board plans to continue this approach going forward.
This document summarizes a panel discussion on accountability and professional development. The panel included the president of LACUE, a principal, retired university professor, and university consultant. They discussed how accountability guides their work and recommendations for developing new approaches. Data teams were presented as a model for using assessments to improve instruction through collaborative meetings focused on student work.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
This document summarizes a presentation on essential questions for purposeful instruction. The presentation focused on having the right people in leadership positions, developing a strategic plan for improvement based on data, and ensuring proper alignment between state, district, and school goals. It also discussed the importance of monitoring plans, having a culture of learning for both students and teachers, and using regular feedback to facilitate positive change. The goal was to provide techniques for effective school improvement through alignment and intentional feedback.
This document summarizes a presentation given by Dr. Keith Eades and Ms. Jan King from the North Carolina Department of Public Instruction on purposeful instruction. The presentation focused on having the right people in leadership positions to facilitate school improvement, creating a culture of learning, and ensuring alignment between goals and initiatives at the state, district, and school levels. Key topics discussed included monitoring strategic plans, evaluating school culture, having non-negotiable expectations, and aligning resources and curriculum to support instructional goals.
The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
The document discusses strategies for building an effective distance learning program. It provides a model for conceptualizing the layers of support needed, represented by concentric circles radiating out from the core interaction between faculty and students. The innermost circles provide pedagogical and technical support directly for faculty and students. The outer circles include instructional design, student services, policies, resources, and executive support from the institution. Effective distance learning requires support at all levels of this model. Mentoring staff is also presented as an important way for administrators to develop strong future leaders while passing on skills and values for high-quality distance education.
Quality Assurance in Teacher Education: Trends and Challenges in IndiaAntonysamy K S
Academic achievement is definitely an indicator of QA. Similarly there are many other quality indicators that need to be taken seriously into consideration. I think the primary aim of QA is to maintain a standard as well as to meet the implied or stated needs of the customers, namely learners. I just thought I should focus the attention on the needs of the learners, the important stakeholders of HE.
This document summarizes a study conducted to define competencies for online teaching. A team of researchers collected data from 197 participants through an inventory of behavioral statements. Factor analysis was used to statistically organize the statements into 7 competency factors including active learning, administration/leadership, active teaching/responsiveness, multimedia technology, classroom decorum, technological competence, and policy enforcement. The researchers analyzed relationships between competencies and variables like experience level and discipline. They plan to use results to inform faculty development and determine if competencies are needed at different experience levels (novice, intermediate, expert).
Balanced Leadership: Leadership at all levelsCASDANY
A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.
Imran oomer ethnographic study in indian schools sample reportioomer
The document outlines best practices for integrating and sustaining an IBT (Industrial Based Training) program within schools, including strategies to gain conceptual buy-in from stakeholders, effective administrative practices, and financial sustainability approaches such as leveraging community service activities. It also presents case studies on transforming teacher-student relationships and motivating instructors through empowering practical innovation.
This document outlines Hairon Salleh's presentation on having an impactful professional learning community (PLC). It discusses the importance of PLCs for teacher development and student learning. Two studies were presented that showed PLCs can positively impact student learning growth, particularly when they focus on collective learning, teacher leadership, assessment data, and organizational support. Effective PLC practices include delineating curriculum, deciding pedagogy, testing practices, generating explanations, and deepening pedagogical knowledge.
The Special Ed Task Force is charged with defining an instructional model that promotes high-quality teaching and learning assessed through multiple measures of student achievement. Presenters discussed moving from pull-out to inclusion models and content-centered instruction aligned with common core standards. Next steps include developing a strategic plan around service priorities like student identification, instructional delivery, leadership, communication, and program monitoring.
This document defines cyber-bullying and discusses its prevalence, forms, effects, and ways to address it. Cyber-bullying involves using technology to ridicule, threaten, harass or embarrass children and teens. It can occur directly through messages or indirectly by manipulating others. Effects on victims can include anxiety, depression, and in rare cases suicide. Parents, schools, and children can work to prevent cyber-bullying through open communication, monitoring technology use, and addressing underlying issues that may lead to bullying behavior.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
EdisonLearning offers a comprehensive professional development program called Learning Force to enhance teacher skills. The program provides initial and ongoing training to help teachers implement tutoring programs effectively. Training is customized for each school and covers topics such as instructional strategies, data analysis, and classroom management. EdisonLearning trains school leaders who then train other teachers in a train-the-trainer model. The goal is to build schools' capacity to continue professional development and improve instruction to benefit students.
An overview of the tool developed by the Consortium for Chicago School Research that we will be using to help provide Detroit school leaders with the tools and information they need to improve education for our kids, and to give a voice to our great and hardworking teachers and students.
The document describes the Grand Erie Catholic District School Board's system-wide approach to collaborative inquiry. It began in Year 1 by focusing on literacy with select schools. In Year 2, all elementary schools participated with a focus on assessment. For Year 3, all elementary and secondary schools took part in a process-based collaborative inquiry model centered around improving student learning. Emerging themes showed an alignment between school and system efforts, increased teacher collaboration, and teams valuing the inquiry process for reflecting on practice and student needs. The board plans to continue this approach going forward.
This document summarizes a panel discussion on accountability and professional development. The panel included the president of LACUE, a principal, retired university professor, and university consultant. They discussed how accountability guides their work and recommendations for developing new approaches. Data teams were presented as a model for using assessments to improve instruction through collaborative meetings focused on student work.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
This document summarizes a presentation on essential questions for purposeful instruction. The presentation focused on having the right people in leadership positions, developing a strategic plan for improvement based on data, and ensuring proper alignment between state, district, and school goals. It also discussed the importance of monitoring plans, having a culture of learning for both students and teachers, and using regular feedback to facilitate positive change. The goal was to provide techniques for effective school improvement through alignment and intentional feedback.
This document summarizes a presentation given by Dr. Keith Eades and Ms. Jan King from the North Carolina Department of Public Instruction on purposeful instruction. The presentation focused on having the right people in leadership positions to facilitate school improvement, creating a culture of learning, and ensuring alignment between goals and initiatives at the state, district, and school levels. Key topics discussed included monitoring strategic plans, evaluating school culture, having non-negotiable expectations, and aligning resources and curriculum to support instructional goals.
The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
The document discusses strategies for building an effective distance learning program. It provides a model for conceptualizing the layers of support needed, represented by concentric circles radiating out from the core interaction between faculty and students. The innermost circles provide pedagogical and technical support directly for faculty and students. The outer circles include instructional design, student services, policies, resources, and executive support from the institution. Effective distance learning requires support at all levels of this model. Mentoring staff is also presented as an important way for administrators to develop strong future leaders while passing on skills and values for high-quality distance education.
Quality Assurance in Teacher Education: Trends and Challenges in IndiaAntonysamy K S
Academic achievement is definitely an indicator of QA. Similarly there are many other quality indicators that need to be taken seriously into consideration. I think the primary aim of QA is to maintain a standard as well as to meet the implied or stated needs of the customers, namely learners. I just thought I should focus the attention on the needs of the learners, the important stakeholders of HE.
This document summarizes a study conducted to define competencies for online teaching. A team of researchers collected data from 197 participants through an inventory of behavioral statements. Factor analysis was used to statistically organize the statements into 7 competency factors including active learning, administration/leadership, active teaching/responsiveness, multimedia technology, classroom decorum, technological competence, and policy enforcement. The researchers analyzed relationships between competencies and variables like experience level and discipline. They plan to use results to inform faculty development and determine if competencies are needed at different experience levels (novice, intermediate, expert).
Balanced Leadership: Leadership at all levelsCASDANY
A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.
Imran oomer ethnographic study in indian schools sample reportioomer
The document outlines best practices for integrating and sustaining an IBT (Industrial Based Training) program within schools, including strategies to gain conceptual buy-in from stakeholders, effective administrative practices, and financial sustainability approaches such as leveraging community service activities. It also presents case studies on transforming teacher-student relationships and motivating instructors through empowering practical innovation.
This document outlines Hairon Salleh's presentation on having an impactful professional learning community (PLC). It discusses the importance of PLCs for teacher development and student learning. Two studies were presented that showed PLCs can positively impact student learning growth, particularly when they focus on collective learning, teacher leadership, assessment data, and organizational support. Effective PLC practices include delineating curriculum, deciding pedagogy, testing practices, generating explanations, and deepening pedagogical knowledge.
The Special Ed Task Force is charged with defining an instructional model that promotes high-quality teaching and learning assessed through multiple measures of student achievement. Presenters discussed moving from pull-out to inclusion models and content-centered instruction aligned with common core standards. Next steps include developing a strategic plan around service priorities like student identification, instructional delivery, leadership, communication, and program monitoring.
This document defines cyber-bullying and discusses its prevalence, forms, effects, and ways to address it. Cyber-bullying involves using technology to ridicule, threaten, harass or embarrass children and teens. It can occur directly through messages or indirectly by manipulating others. Effects on victims can include anxiety, depression, and in rare cases suicide. Parents, schools, and children can work to prevent cyber-bullying through open communication, monitoring technology use, and addressing underlying issues that may lead to bullying behavior.
The document provides an overview of various input and output devices for computers. It discusses keyboards, mice, touchpads, pens, scanners, microphones, and video cameras. It describes the basic functions and components of these common input devices, as well as some specialized devices like trackballs, joysticks, bar code readers, and webcams.
This document provides an overview of tools for project management and online learning. It introduces Moodle, an open source learning management system, and provides links to access a unit index, aggregated checklist, and Moodle resources including a video, references, and demo sites. Users are instructed to access the unit index, explore a sample unit by registering, and check out Moodle demo sites.
Rtrt regulatory perspectiv on real time release testing 27-oct_2011lastrajl
This document provides an overview of regulatory perspectives on real time release testing (RTRT) from a presentation given by Dr. Christine M. V. Moore of the FDA. It defines RTRT and discusses examples of RTRT approaches. It also clarifies related terminology, describes guidance documents on RTRT, and covers considerations for sampling, specifications, batch release, and models in RTRT.
1) The study reviewed 122 malpractice claims from 4 insurers involving missed or delayed diagnoses in the emergency department.
2) 79 claims (65%) involved missed ED diagnoses that harmed patients, with 48% resulting in serious harm and 39% in death.
3) The leading causes of missed diagnoses were failures to order appropriate diagnostic tests or perform adequate exams, incorrect test interpretations, and failures to order appropriate consultations. The most common contributing factors were cognitive errors, patient factors, lack of supervision, and excessive workload.
Using research to_create_effective_on-linetrtkaren
The document discusses evaluating the effectiveness of FCPS online professional development courses. It outlines the current state of the courses and issues that need addressing per research. An evaluation plan is proposed using surveys, test scores, and expert reviews to determine if the courses impact teaching and learning, and if they meet criteria for high-quality professional development. If not effective, the courses would be redesigned or replaced with new courses following best research practices for online teacher training.
Leading Complex District Transformation Efforts: Integrating Research, Performance Management and Evaluation to Ensure Quality. A presentation about Partners in School Innovation's beliefs on how to transform districts and how the organization uses research and evaluation to measure effectiveness and ensure quality of implementation. Presented at the Fall 2014 Conference of the Society for Research on Educational Effectiveness in Washington DC.
The document summarizes elements of collaboration between academic and student affairs at Ozarka College. It provides information about the college's mission, service area demographics, student demographics, and organizational structure with academic and student affairs divisions. It then outlines elements of success including top-down commitment, service learning, active outreach and assessment, classroom-student affairs continuity, and frequent communication. Initiatives that support these elements are also summarized, with implications for developing a shared vision of student success through collaboration.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
The document discusses plans to create an enrichment program called the Enrichment Eagles to provide additional challenges and opportunities for gifted students in the Dunlap school district. It will identify gifted students using multiple criteria and assessments. An enrichment menu and parent handbook will be developed to inform parents about acceleration options. Feedback from stakeholders supported allowing teacher creativity, technology integration, intervention for advanced students, and using data to identify student needs.
The document discusses plans to create an enrichment program called the Enrichment Eagles to provide additional challenges and opportunities for gifted students in the Dunlap school district. It will identify gifted students using multiple criteria and assessments. An enrichment menu and parent handbook will be developed to inform parents about acceleration options. Feedback from stakeholders supported allowing teacher creativity, technology integration, intervention for advanced students, and using data to identify student needs.
The document discusses research conducted on measuring "grit" and its impact on student success. Key findings include:
1) Scores on a 124-item online assessment called SmarterMeasure that measures attributes like motivation and time management correlated with higher GPAs and course completion rates.
2) Implementation of the assessment helped one community college reduce failure rates in online courses by up to 10% by identifying student strengths and weaknesses.
3) Statistical analysis found significant relationships between readiness scores and academic achievement, engagement, retention, and satisfaction - allowing accurate prediction of these student outcomes.
The document outlines Michael McDowell's presentation on bringing problem and project based learning (PBL) to scale within an educational system. The presentation covers research on deeper learning, the key components of implementing PBL system-wide, and how leadership can ensure deeper learning occurs across a system. The goal is to substantially increase student learning transfer through understanding and applying the research findings, design elements, and leadership practices related to PBL implementation.
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...Michael Barbour
Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.
The document discusses quality in online courses and teaching. It provides an overview of growth in online learning, with millions of K-12 and post-secondary students taking online courses. Standards and guidelines for quality are presented, focusing on factors like curriculum, instructional design, assessment, and technology. Quality online courses require both high-quality course design as well as effective teaching. Characteristics of quality teaching include being licensed, having technology skills, providing feedback, and using data to guide learning. Both small independent models and larger enterprise models are discussed. The document concludes by posing questions about the state's role in ensuring quality and developing evaluation systems.
Faculty Development at High Performing Colleges and Universitiesbarbbates1947
This document summarizes research into faculty development practices at high-performing colleges and universities. The researcher interviewed faculty development directors and administrators at 13 schools identified as high-performing based on student engagement outcomes. They found faculty development programs at these schools placed strong emphasis on assessment, collaboration between faculty across departments, and facilitating faculty learning communities. These practices aligned with models of effective faculty development while also assessing outcomes more frequently and extensively than other schools.
This document summarizes Barbara Bates' research on faculty development practices at high-performing colleges and universities. She conducted surveys and interviews with faculty development directors and administrators at 13 schools. Her findings showed that these schools' faculty development programs incorporated best practices like extensive assessment, collaboration, and faculty learning communities. She also found strong relationships between faculty development, faculty, and administration that supported teaching excellence. However, the research had limitations like potential bias and lack of direct measurement of outcomes.
Student services professionals are responsible for ensuring their institutions become true learning communities committed to providing transformative educational experiences for all students. The document discusses establishing student learning outcomes for student services which describe what students will be able to do, know, and demonstrate as a result of participating in student services programs and activities. It provides examples of learning outcomes for financial aid workshops, test proctoring, and officer training that are measurable and describe improved skills.
CNIE Prepare To Succeed Salmon5 Stage Emoderating Model April27 08nelsond
Canadian Network for Innovation in Education conference presentation, Prepare to Succeed: Applying Gilly Salmon's 5-Stage Model of Teaching and Learning Online, presented by Carol Blenkin, Joyce Bruce and Denise Nelson - April 27th, 2008 at Banff, Alberta
This document summarizes research on online students' expectations of interaction and locus of instructional control. A survey of 63 online students found that meeting students' expectations for communication had the largest impact on satisfaction and learning. Students expected to share control with instructors more than they experienced. Those who experienced shared control reported better processes and outcomes. The researchers recommend future studies investigate comprehensive models of online learning that include expectations and locus of control, using longitudinal designs and structural equation modeling.
Peggy Copeland has over 10 years of experience teaching at the community college level. She has been recognized as an outstanding instructor through awards and nominations. She has developed online courses and uses technology effectively in the classroom. In addition to teaching, she has experience advising students, developing programs, and leading initiatives around student retention and mental health services.
Jillian McPherson provides consultation services for classroom profiling through her company Edstrategic. Classroom profiling involves a trained profiler observing a teacher's classroom to record data on classroom management strategies. This data is then used by the teacher to reflect on their practice and identify areas for improvement. The process was developed by Mark Davidson in 1996 and involves quantifying the relationship between teachers and students and the classroom environment. Jillian can help schools implement classroom profiling programs through training profilers, conducting observations, analyzing whole school data, and assisting teachers to improve based on the results.
"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".
2. Table of Contents
1. District
2. Instruction
3. Classroom Management
4. Teacher Response to Student
Misbehavior Hierarchy
5. School Rules
6. School Emergencies
4. District
District
Demographic
Grades K-12
4,100 students
Working middle class parents
Includes light industry, agriculture, and small
businesses
Devoted and productive community
Most parents are concerned with their child’s
education
10. District
Miss Madeline Van Benschoten
Hello! My name is Madeline R.
Van Benschoten. I’m a Calculus
teacher at the Redhawks High
School. I recently graduated
from Miami University in
Oxford, Ohio with a Bachelor
in Integrated Mathematics
Education. I am also an
assistant dance coach at this
school! I believe that developing
lifelong learners who are skilled
in mathematics will be beneficial
to the future of our nation.
11. District
Mr. Peter English
Hello!
I’m a graduate of Miami Oxford
University with bachelor’s degrees
in Integrated Math Ed and
Physics. I teach Physics and
Chemistry here at Redhawks High
School. I am also the teacher
representative of Robotics Club.
I believe my interactive lesson
plans and cool experiments will
help engage my students and get
them interested in science!
12. District
Miss Abby Kliment
I am a graduate of Miami Oxford
University with a bachelor’s degree in
Integrated Language Arts. I teach
creative writing and I am the head of
Yearbook staff.
I believe learning to critically read and
write shapes the mind of a great learner.
If we can improve language instruction,
this not only helps students in my class,
but can be applied to all subject areas.
13. District
Organizations
and Clubs
Dance Club
- Contact Miss Van Benschoten
Madeline.VanBenschoten@R.NewFrontier.oh.edu
Yearbook
-Contact Miss Kliment Abby.Kliment@R.NewFrontier.oh.edu
Robotics Club
-Contact Mr. English Peter.English@R.NewFrontier.oh.edu
14. District
Vision Statement
Our belief is that education empowers all students
to successfully realize their individual talents. At
Redhawks High School we are committed to
provide rigorous, structured learning opportunities
that will promote active and life-long learners. We
promote an honest and trusting professional
relationship between colleagues as they work
towards achieving common goals.
15. District
Mission
Statement
Redhawks High School recognizes that each child is an
individual, that all children are creative, and that all
children need to succeed. Therefore, Redhawks High
School respects the individual needs of children, fosters
high expectations for all students, promotes a
caring, safe, and creative environment, and emphasizes
the social, emotional, physical, intellectual development
of each child.
16. District
District Belief System
This four part district belief system shapes Redhawks High
School’s decision making, financial support, and planning
at all levels of instruction.
Total Quality Learning Management Model
Integrated Systems Model of Knowing
Collaborative Strategic Plan
Performance Pyramid
17. District
Total Quality Learning
Management Model
At Redhawks High School, our number
one goal is learner performance.
Professional educator influence is the source of
learner performance. It is developed from learner
perceptions of quality service and caregiver
perceptions of quality service. These perceptions of
quality service are derived from the teacher’s
classroom management, instructional design, and
interpersonal behavior.
18. District
Total Quality
Learning Management Model
Learner Performance
Learner Engagement
Learner Cooperation
Professional
Educator Influence
Learner Perceptions Caregiver
of Quality Service Perceptions of
Quality Service
Classroom Interpersonal Instructional Classroom Interpersonal Instructional
Management Behavior Behavior Behavior Behavior Behavior
19. District
Integrated Systems Model of
Knowing
This model contains multiple intelligences, cognitive
styles, and teachers and technologies. The first two are
types of learner systems and the third is a learning
system. These systems allow a student to go from a point
of wonder to a point of knowing.
20. District
Integrated Systems Model *Successfully finding
of Knowing information from your
original point of wonder
increases the probability of
a future question.
Point of Point of
Knowing Wonder Learning
Path
Point of 1 2 3 ! ?
Wonder
Elapsed
Time
21. District
Collaborative
Strategic Plan
This model contains three different tracks that lead to
learner performance gains on proficiency tests. The
first track is the curriculum track, which can be
compared to the TQLMM Model. The second track is
the learning tract, which can be easily compared with
the ISMK Model. The third track is the professional
development track.
22. District
Collaborative Strategic
Plan • TQLMM: Curriculum Track
Explicit
Teaching Teams/ Quality Service
Curriculum
Parents Knowing
Information
• ISMK Model: Learning Track
Learner
Learner Performance
Learner Styles Integrated Leaner
Community and Strategies Learning Systems Engagement Gains On
Strategic Plan Proficiency
Tests
• Professional Development Track
Entrepreneurship Life Long
Adult Leaner Style Professional
Peer Coaching Development
23. District
Performance Pyramid
“The performance pyramid is web-based model for
school district continuous improvement on proficiency
tests and systems implementation.”
“The Performance Pyramid offers fourteen critical
interventions areas factored from statewide district
continuous improvement intervention plans, Ohio
Operating Standards, and research-based practice.”
24. “The Performance Pyramid is the
Performance Pyramid New Frontier School District web-
based model for professional
development. Areas of the pyramid
directly relate to student
Shared achievement and continuous school
Best improvement.”
Practices
--- NFSD Superintendent
Test Proficiency
Taking Dr. Brooks
Tests
Skills
Standards Curriculum Instructional
for Learning Mapping Activity
Outcomes Design
Collaborative Parental Identifying
Learning
Networks
Engagement IndividualStyles
Learning
The Integration of Baldrige Criteria To Improve
School District and Learner Performance
Special Early Childhood Middle Childhood Adolescent
Education Education Education Education
25. District
Core Values
Our school is aiming to become a 21st century
leading school with the following core values:
Accountability - We will be accountable to the
community that created, maintains, and sustains
us.
Communication - We will foster open and
appropriate communication at all levels.
Continuous Improvement - We will
continuously improve teaching and learning
through interactive lesson plans and use of
technology.
Integrity - We will demonstrate the highest
ethical standards in all our interactions.
Respect - We will treat every relationship with
respect and dignity.
Positive and safe learning community
28. Instruction
School Schedule
6:30 AM – Schools open
7:00 AM – Teachers must report by this time
and park in assigned parking places. Sign in
through the staff computer system Department teams have
7:15 AM- Students report to their homeroom planning periods
(First Class) throughout the day
Instructional Periods: 46 minutes in length
except for Block Days (see Wednesday/
Thursday)
29. Instruction
First Day
This is a list of ten activities teachers can follow in order
to have an effective first day of school.
1. Welcome 6. Course Content
2. Opening 7. Assess Preferred Learning Styles
3. Role and Seating 8. Self-disclosure
4. Student Information 9. Closing
5. Rules and Procedures 10. Post-Instruction
30. Instruction
1. Welcome
Greet students as they are walking into the classroom
Ask students how they are doing and make sure they know
who you are. After introducing yourself, ask the student
for their name
Remember to smile!
This makes students feel comfortable and welcome in the
classroom. It shows students you care about making the
classroom a friendly atmosphere.
31. Instruction
2. Opening
An overview of the session engages them.
Put the sequence of activities on the whiteboard for
them to see.
32. Instruction
3. Role and Seating
Teacher will make sure students are seated at a desk by the time the
bell rings.
Take roll to make sure the right people are in the room.
Teacher will let students know that he/she will be creating a seating
chart so students need to sit where they will feel comfortable.
Create a seating chart so you can use student names.
The teacher will ask what students prefer to be called, and write this
down, while taking attendance.
This explains to students how seating will work in the
classroom, and helps to provide students with a sense of security.
33. Instruction
4. Express interest
in students:
Student Information
Small note cards will be passed out
to students after attendance is taken.
These 3x5 cards should have parent contact information,
interests and scheduling information on them.
The teacher will have an example of a note card on the
board with all the information that is required.
This gives the teacher a chance to learn more about their
students and also shows students that their teacher cares
about their personal interests.
34. Instruction
5. Rules and procedures
Go over the rules and procedures of the class.
Check students’ understanding on the rules.
There are 5 basic ones:
1. Entry: Be in your seat when the bell rings.
2. Listening: Don’t talk when the teacher is talking.
3. Participation: Raise Your Hand
4. Don’t Bother Other People’s “Stuff ”
5. Exit: Wait until the teacher dismisses you.
There is also an addition cell phone rule. No cell phones during
instruction.
These rules and procedures established a routine that students need
for consistent classroom sessions.
35. Instruction
6. Course Content
This is where the teacher explains goals or methods
he/she will use and the types of assessment he/she
plans to use(how the teacher will grade).
Teacher will go over the syllabus for the class, making
sure that the students have an understanding of what is
expected of them for that school year.
Students will then read over the syllabus that night and
come back to class the following day able to ask any
questions about the syllabus.
36. Instruction
7. Assess Preferred Learning styles
Have each student complete the Cognitive Style
Questionnaire.
Teachers can use this information to appeal the different
learning styles of students.
37. Instruction
8. Self- disclosure
Tell students about yourself.
Share information with students that gives you more
influence, such as personal interests or school
experiences. Be selective.
This makes the students feel like they can approach the
teacher and also feel invited in the classroom.
38. Instruction
9. Closing
Before the bell ending the period rings conclude the
class by reminding them what was completed that day
and what they will be doing the following day.
Make sure students know about any assignments that
need to be completed by the next class.
39. 10. Post-Instruction
Try to be available for exiting questions and
conversations.
This is one of the most important critical contexts,
since it allows you to get to know your students.
40. Instruction
Cognitive Style for Teaching
Effectiveness
Students have individualized learning cognitive styles, and
teachers should be aware of that.
Teachers should vary their instruction to appeal to the
various styles.
41. Instruction
Cognitive Styles
Intelligence End- States Core Components Instructional
Recommendation
Local- Scientist Sensitivity to and capacity to Have students learn a
Mathematical Mathematician discern logical or numerical formula, create a
patterns ability to handle long hypothesis, or
charts or reasoning. read/write to aid in
problem solving
Linguistic Poet Sensitivity to the sounds, rhythms, Have a student read
Journalist and meanings of words; sensitivity and use this as
to the different functions of inspiration to write or
language. invent something
Musical Composer Abilities to produce and appreciate Write lyrics or listen to
Violinist rhythm, pitch, and timbre; music that relates to a
appreciation of the forms of specific topic
musical expressiveness
Spatial Navigator Capacities to Perceive the visual- Paint, label, or sketch a
Sculptor spatial worlds accurately and to picture that illustrates a
perform transformations on one’s particular space
initial perceptions
42. Instruction
Cognitive Styles (cont.)
Intelligence End- States Core Components Instructional
Recommendation
Bodily- Dance Abilities to control one’s body Have students put on a play,
Kinesthetic Athlete movements and to handle build an invention, or perform
objects skillfully another task that involves
physical activity
Interpersonal Therapist Capacities to discern and Have students hold a
Salesman respond appropriately to the discussion with a small or
moods, temperaments, large group
motivations, and desire of
other people
Intrapersonal Person with Access to one’s own feelings Have students read, write, or
detailed, and the ability to discriminate study by themselves. Have
accurate self- among them and draw upon students engage in self-
knowledge them to guide behavior; questioning strategies.
knowledge of one’s own
strengths, weaknesses, desires,
and intelligence
43. Instruction
Individualized Education Programs
What is an IEP?
“Each public school child who receives special education and related
services must have an Individualized Education Program (IEP). Each IEP
must be designed for one student and must be a truly individualized
document. The IEP creates an opportunity for teachers, parents, school
administrators, related services personnel, and students (when appropriate)
to work together to improve educational results for children with
disabilities. The IEP is the cornerstone of a quality education for each
child with a disability.”
To find out more information visit:
http://www2.ed.gov/parents/needs/speced/iepguide/index.html
Online IEP Software:
http://www.iepwriter.com/
44. Instruction
Progress Book is web-based software. K-12
educators, parents and students can all access this software for
the details of curriculum, learning progress and other useful
online resources such as “classroom and student
management, IEPs, state reporting, parent access and more”.
Teachers must keep Progress Book up to date.
For more information, parents can access:
https://progressbook.swoca.net/General/LoginForm.aspx
46. Instruction
Blended Learning
Blended learning is an optional curriculum structure.
According to: http://thejournal.com/articles/2011/05/04/report-6-blended-
learning-models-emerge.aspx
the six models of blended learning include:
1. The "face-to-face driver" model, in which a teacher in a traditional classroom
instructional setting employs online learning for remediation or supplemental
instruction;
2. The "rotation: model, in which students move back and forth between online and
classroom instruction;
3. "Flex," a model in which the curriculum is delivered primarily through an online
platform, with teachers providing onsite support;
4. The "online lab" approach, wherein an online course is delivered in a physical
classroom or computer lab;
5. "Self-blend," a model in which students choose on their own which courses they
take online to supplement their schools' offerings; and
6. The "online driver" model, where the courses are primarily online and physical
facilities are used only for extracurricular activities, required check-ins, or similar
functions.
47. Instruction
Classroom Technology
Use of technology in the classroom to promote
student learning is highly encouraged.
It is recommended teachers incorporate Smartboard
technology, graphing calculators, computers,
document cameras, clickers, etc. into their classroom
when at all possible.
Students should also be taught how to utilize these
technological devices.
48. Instruction
Grading System: Grade Point Average
GPA = # grade points earned/total credits attempted
There is a weighted grading system for Honors and AP
courses.
Standard letters are used: A, B, C, D and F with pluses and
minuses
Teachers have full control over student grades.
Other marks:
I: Incomplete
P: Passing
W/F: Withdrawal while failing or after the cutoff
date
N: No grade – contact teacher
51. Instruction
Grading System: Grade Report Cards
Each semester has three 6-week grading periods.
Grades report cards will be posted online.
The report card will be sent to parents by request
through the mail.
53. Classroom Management
Classroom Rules
1. Be on time and in your seat when the bell rings
2. Don’t talk while the teacher is talking
3. Raise your hand when you want to be called on
4. Don’t touch anything that isn’t yours
5. Don’t leave the room until I have dismissed you
6. No cell phones should be used,
seen, heard during class.
54. Classroom Management
Critical Contexts
There are eight critical contexts that are important
elements in any instruction.
On the slides to follow there are explanations and
some advice on these 8 critical contexts and how to
successfully apply them in your classroom.
Instructional Post
Preinstruction Transitions
Functions Instruction
Opening the Student Misbehavior
Closing
Session Questions Sequence
55. Classroom Management
Critical Contexts #1:
Pre-instruction
1. Make yourself available to the students
2. Greet them as they come in and ask them about
their day (Teacher-Initiated Contact)
3. Knowing the name of the students helps to show
that you care
4. Talk about topics that are of interest to the
students, do not have to be content related
(Individualized Topics)
56. Classroom Management
Critical Contexts #2:
Opening the Session
1. Visually scan the class
2. Call to Order: Gather the
students’ attention before
you start the class
3. Take attendance
4. Academic Organizer
5. Behavioral Organizers
6. Make sure the students have all materials they will need
for class
7. Check for student understanding
57. Classroom Management
Critical Contexts #3:
Instructional Functions
1. Daily Review: Review what you have done in previous instructions
2. Presentation: Present new information in a way that engages
students
3. Guided Practice: Work with the students practicing the skills they
just learned
4. Corrections and Feedback: Give helpful feedback and corrections
that encourage the students to keep on trying
5. Independent Work: Give the students time to work by themselves
6. Weekly and Extended Review:
7. Extended review of the new skill building upon old skills to keep
everything fresh in their mind
58. Classroom Management
Critical Contexts #4
Student Questions
1. Establish Access: Make sure that students are able
to approach you
2. Actively Listen: Listen to students questions and
give them your full attention
3. Be considerate and patient
4. Probe or Inquire: Ask the students questions to
make sure they understand the answer
59. Classroom Management
Critical Contexts #5:
Transitions
1. Provide Nonverbal Cue: Give nonverbal cues to hint the
students that change is coming
2. Provide Verbal Cue: A verbal signal to explicitly tell the
students that focus is changing
3. Maintain Scanning: Scan the class to make sure transition is
going smoothly
4. Clearly explain what you expect them to do in the next part
of the instruction
5. Signal Beginning: Give verbal and nonverbal cues to show
that you are starting the next part of the instruction
6. Control the noise level so that the students don’t get
distracted and lose focus during transitions
60. Classroom Management
Critical Contexts #6:
Closing
1. Signal the end of the session
2. Review Performance: Go over what the students
have learned today
3. Provide motivation to the students
4. Introduce Next Session: Give a leading into the
topic of next session
5. Answer any questions and clear up any confusion
on the content
61. Classroom Management
Critical Contexts #7
Post Instruction
1. Dismissal: The teacher dismisses the students in
order to maintain control
2. Visual Scanning: Keep an eye on the students as
they are dismissed to maintain control
3. Permit Learner Access: Allow students to come
and ask you questions in regards to the instruction
4. Conference to Concerns: Teachers may use this
time to take care of any misbehavior or discipline
issues that occurred during the session.
62. Classroom Management
Critical Contexts #8:
Misbehavior Sequence
The Misbehavior Sequence includes the following:
1. Review Rule
2. Stare or Get Close (Nonverbal Cue)
3. Statement of Closure
4. Delayed Meeting (Meeting at the End of Session)
5. Immediate Meeting (Hallway)
6. Move on to Principal/ Disciplinarian
* A more detailed Misbehavior Sequence is described in the
Teacher Response to Student Misbehavior
64. Student
Misbehavior
Teacher Response To Student
Misbehavior Hierarchy
Introduce Expectations:
• Tell students what your expectations are (5 rules: Be in
your seat, don’t talk while I’m talking, raise your
hand, don’t touch other people’s stuff, stay until
dismissed).
Class Wide Reminder:
• Remind everyone of rules (not angry or hostile): “Put down
what you’re doing and look at me. This classroom has five
rules I’ll be enforcing all year long. Someone tell me what the
rules are.” This is the WARNING.
Direct Eye Contact and Use of Student Name:
• Address student not following rules, using the student
name to get their attention in a friendly manner.
“Eddie, Its time for us to start.”
65. Student Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
Establish Proximity!
• Get behind student(s) not following rules. This increases
student accountability. Let your presence act to control the
misbehavior. Proximity increases accountability.
Proximity Combined With Statement of Expectation:
• Approach student again. Stand behind them, and quietly
say: “I want this to stop right now.” All business tone of
voice. Short comment. No discussion.
Post Instruction Conference:
• Tell the student that you want them to meet you
after class at your desk. Conference to the problem
in conversational voice.
66. Student
Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
Immediate Hallway Conference:
• Get behind student and say “Pick up your stuff and go out in the
hallway.” This is done in a businesslike, firm tone. Once in the
hallway, stand to the side of the student. Ask the student why they are
misbehaving in a conversational tone. (Student won’t feel the need to
“show off ” anymore.) Figure out what you can do to help the student
(change seating?) Ensure student knows your expectations.
Intervention:
• Apology to the class
Pre-Instruction Reminder:
• Speak to the student before the next class session: “Today is a new
beginning. Learn from yesterday.” If they cooperate, you pay the
student a compliment at the end of class. This is where you warn
about a detention being the next step. Then everybody is warned
when you call parents.
67. Student
Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
Contact Parents:
• E-mail or call parents reminding them of the
history, steps you have taken to date and potential for a
detention.
Detention:
• Administer detention: If it gets to this stage, something
else is involved that needs to be investigated
Parent-Teacher Administrator Conference:
• What you hope happens here is that there is an
agreement about the seriousness of the lack of
cooperation and the consequences from here on.
68. Student
Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
In School Suspension:
• This is still a school controlled response.
Saturday School
• The problem starts being a district problem now.
Suspension:
• This usually requires a school board action.
Expulsion
• This is a school board action.
70. Cognitive Strategies
Cognitive Strategies: General
Research has shown that when instruction is designed to align with
the following cognitive strategies, students remain more engaged
and learn more.
Cognitive Strategies include:
Mnemonics
Imagery
Rehearsal
Metaphor
Analogy
Advance Organizer
Concept Mapping
Frames
Chunking
71. Cognitive Strategies
Cognitive Strategies: Mnemonics
Mnemonics- A device, such as a pattern of letters,
ideas, or associations that assists in remembering
something.
Rating=2, when 10 is high and 1 is low for Long Term
Recall Potential
Example:
72. Cognitive Strategies
Cognitive Strategies: Imagery
Example:
Imagery-Visually
descriptive or figurative
language
Rating=7, when 10 is
high and 1 is low for
Long Term Recall
Potential
73. Cognitive Strategies
Cognitive Strategies: Rehearsal
Rehearsal- Mentally prepare or recite words or
actions one intends to say or do
Rating=4, when 10 is high and 1 is low for Long Term
Recall Potential
Example:
A student may read a vocabulary list out loud to
strengthen retention.
74. Cognitive Strategies
Cognitive Strategies: Metaphor
Metaphor-A figure of speech Leaking Bucket Metaphor
in which a word or phrase is
applied to an object or action
to which it is not literally
applicable
Rating=8, when 10 is high Self-
and 1 is low for Long Term esteem
Recall Potential
Example: Comparing a bucket
with a leak in it, to self-image, Self-
self-concept, and self-esteem. concept
Or also comparing these
concepts to a mechanic, Self-
engine, and oil.
image
A gap in self-concept because of
faltering self-images can lead to a
decrease in self-esteem
75. Cognitive Strategies
Cognitive Strategy:
Analogy
A comparison between two things, on the basis
of their properties and to offer an explanation
for something in a different context
Rating=8, when 10 is high and 1 is low for
Long Term Recall Potential
Example: Students react similar to math as Dr.
Brooks reacts to skits
76. Cognitive Strategies
Cognitive Strategy:
Advance Organizer
A way of organizing
and arranging for an
upcoming event or
activity for the sake
of coordinating it
smoothly
Rating=9, when 10 is
high and 1 is low for
Long Term Recall
Potential
77. Cognitive Strategies
Cognitive Strategy:
Concept Mapping
Visual and graphic
representation used in
order to express the
relationship between
concepts
Rating=6, when 10 is
high and 1 is low for
Long Term Recall
Potential
78. Cognitive Strategies
Cognitive Strategies: Frames
Frames: a boxlike expression
that organizes content into
rows, columns or separates
the content from other
frames.
Rating :10 (10 highest/ 1
lowest)
Highest long term recall
potential
Example
79. Cognitive Strategies
Cognitive Strategies: Chunking
Chunking: group together
connected items or words so
that they can be stored or
processed as single concepts.
Rating: 2/10
Example: Remembering what
chores you have to do by
chunking them into categories.
Example 2: Remembering a
number like a telephone
number (513-344-4873)
80. School Rules
For Students
Attendance
and Teachers
81. School Rules
Attendance Policy: General
Students are expected to attend school and to be on time for classes. A good
attendance record has a positive effect on grades.
Attending school is critical to a student’s academic success. A student’s grade is
subject to change based on poor attendance for class.
If students do not arrive at school prior to lunch, they will not be able to
participate in extracurricular activities that day
Teachers hold the power to not accept requests to take tests early because of
absences related to vacations, jobs, or other excused but not required absences. If
the absence is excused a make-up time must be scheduled with the teacher.
After ten during a school year occur, a conference will be held with a
parent/guardian where consequences, proof of excused absences, or additional
support will be discussed.
Ohio law holds the parents/guardians of minor children responsible for assuring
school attendance. Instances of truancy will be treated as a violation of the law.
When it is determined that truancy has occurred, disciplinary action will be
taken.
82. School Rules
Attendance Policy:
Reporting an Absence
When a student is going to be absent, the Ohio
Law, “Missing Child Act,” requires parents to call the
school office when their son/daughter is absent.
This can best be done between 7:00 -10:00 a.m. by
phone.
Each day the student is absent, an additional phone call is
required.
The administration reserves the right to ask for a doctor’s
written excuse for any prolonged absence or poor
attendance habits.
83. School Rules- Attendance
Attendance: Pre-arranging
If students are aware they are going to be absent ahead of
time, they have the ability to pre-arrange an excused absence.
Parents should called the attendance office as soon as they
know about the pre-arranged absence.
Students should pick up a Prearranged Absence Pass in the
attendance office prior to leaving, have their parents fill out the
form, and show the pass to each of their teachers. Teachers
need to be made aware a student plans to be absent.
The pass serves as a pass out of class and back to school after
the absence.
84. School Rules- Attendance
Attendance: Excused Absences
The following reasons qualify absences as excused:
Field trips
College visits
Family death
Other family emergency
Family vacation
Wedding
School-sponsored sports absence
Religious holiday
Court
Illness or appointments
Driver license tests
85. School Rules
Attendance: Returning from an
Excused Absence
1) When a student returns to school after being absent, the student must bring a note from the
parent or guardian explaining the absence. The note must contain the following information:
Student’s name
Reason for the absence
Date(s) of the absence
Parent/ Guardian’s signature
Telephone number where the parent/guardian can be reached
2) Students who have an excused absence will be given an opportunity to make up work. Students
will be told the due date for each make-up assignment by their teacher. It is the student’s
responsibility to approach the teacher.
3) Students who will have an excused absence of more than 3 days may wish to request their make
up work assignments. Parents should contact their son/daughter’s guidance counselor to make this
request. We require at least 24 hours to collect information and have it ready for parents. Students
who will be absent for less than 3 days, are encouraged to contact a student in their class for
assignments or other relevant information.
Note: Students will be allowed adequate time to make up missed work. Make up day(s) should
reflect the number of excused absence day(s). As an example- a student misses two days of school
and is excused, this student will have two school days to make up work.
86. School Rules
Attendance: Leaving Early
For safety, students are not to leave the building without
prior permission from the office.
Students who must leave the building during the day
should bring a note from their parent/guardian making
this request.
This note should contain name, date, reason, signature, and
phone number.
This note is to be given to the teacher.
Parents picking up students are asked to meet their child
in the office to insure security. You may be asked for
identification. A student must wait in the office to be
signed out.
87. School Rules
Attendance: Tardiness
An unexcused tardy is when a student is not seated inside the
classroom when the tardy tone stops ringing (this includes being tardy
to school).
Hall Sweeps are performed on an intermittent basis. During a Hall
Sweep, teachers deny entrance to their classrooms to any students who
are not in the room when the bell rings.
Students reported to have an unexcused tardy will:
First Offensive: be given a warning.
Second Offense: Parents will be notified, and student will be given an after
school detention.
Third offense: Parents will be notified, and student will be awarded a Friday
Night Detention.
Students are required to serve detentions. Detentions hold top priority
over any other commitment, such as sporting events.
Students who continue to be late or exhibit excessive tardiness as the
year progresses will face progressive disciplinary consequences.
88. School Rules
Attendance: Truancy
Truancy- Students are expected to comply with the provision of the Ohio Revised
Code regarding school attendance. Truancy is absence from school for reasons other
than those provided by law. The following are the only legal excuses for absence
from school:
(1) Personal illness
(2) Illness in the family
(3) Quarantine in the home
(4) Death of a relative
(5) Work at home due to the absence of parents or guardians
(5) Observance of a religious holiday
(6) Religious Reasons
(7)Any other emergency reason that must be considered to have good and
sufficient cause for the absence or otherwise listed as an excused absence.
UNEXCUSED absences include but are not limited to:
Missed bus
Overslept
No Parent Note or Excuse offered
The hierarchy of Truancy punishment is available on the following slides.
89. School Rules- Attendance
Attendance: Truancy (Cont.)
According to Senate Bill 181:
A student with five or more unexcused absences on consecutive school
days, or seven or more unexcused absences in on school month, or 12
or more unexcused absences in one school year, may be considered
“habitual” truant, under Section 3321.191 of the Ohio Revised Code.
A student with seven or more unexcused absences on consecutive
school days or 10 or more unexcused absences in one school month, or
15 or more unexcused absences in one school year, may be considered a
“Chronic” truant, under Section 3321.191 of the Ohio Revised Code.
90. School Rules
Attendance: Truancy (Cont.)
1st instance of Truancy: Warning and call to parents
2nd instance of truancy: Students attend a Friday School
3rd instance of truancy: 2 days In-school suspension
4th instance of truancy: 2 days of “out-of-school” suspension
5th instance of truancy: Police picks student up from school. Parent/school
meeting scheduled
In the case of either “habitual” or “chronic” truants, Redhawks High School
may:
Assign the student to an alternative school
Require the student to participate in a truancy prevention program
Require the student to receive appropriate counseling
Require the parent, guardian or other persons having care of the student to attend a parental
involvement program under Section 3313.472 of the Ohio Revised Code.
Require the parent, guardian, or other persons having care of the student to attend a truancy
prevention mediation program
Notify the Registrar of Motor Vehicles of a habitual truant
Take legal action
“Habitual” or “Chronic” students, or parents of these students may receive a citation to the
appropriate Court.
91. School Rules
Academic Honesty
Academic integrity Is telling the truth. It is presenting
school work as your own when in fact it really is.
Academic dishonesty is lying. It is presenting school work
as your own when in fact it is not.
Having academic honesty means not cheating or
plagiarizing.
At Redhawks High School, falsely representing work as
your own when it is not may result in a zero on the entire
assignment without the possibility of a rewrite or retake.
92. School Rules
Student Electronic Use Rules
Student cell phones, cameras, radios, tape recorders, televisions, walkmans, CD players,
beepers, pagers, ipods, PDA, or other electronic devices shall not be USED, SEEN, or
HEARD during school hours.
MP3 players, ipods, music players with headphones may be used on the bus so long as no
disruption is caused, but may not be used while entering or exiting the bus.
The above named items shall be kept in the lockers during school hours.
The buying, selling or trading of the above named items or associated parts and or
accessories is prohibited. Violation of this section will result in the device being taken away
and returned to the parent/guardian at the parent/guardian’s request. Devices not retrieved
by a parent or guardian by the end of the semester in which the device was confiscated
shall be discarded, sold, and/or donated at the school administrator’s discretion. Violation
of this section may also result in further disciplinary action.
A cell phone may be brought to be used on school field trips with the permission of the
supervising adult.
Students bringing such devices to school or on the bus do so at their own risk. The school
is NOT liable for any cell phone or electronic device that is lost or stolen; therefore,
administrative time will not be used to search for such devices.
Students may only use the Internet and other school electronics for educational purposes.
Food, gum and drinks are prohibited around school technology.
Students may not tamper with school computers, which may take the form of changing the
setup or allowing viruses.
93. School Rules
Student Dress Code
Common courtesy dictates that hats, head coverings,
bandanas, sweatbands, an sunglasses not be worn
inside the building.
Appropriate footwear must be worn and provide for
safe and sanitary conditions. Examples of
unacceptable footwear include slippers and loose
fitting footwear that cannot safely and securely remain
on the student’s feet.
Shirts and tops must have high enough necklines to
cover all cleavage. Shirt sleeves, sweater sleeves, and
vests must not be so loose or decorative as to create a
safety hazard in lab classes, etc. Sleeveless shirts, which
completely cover the area from the base of the neck to
the top of the arm, do not have oversized armholes or
open sides and which do not expose undergarments
or skin under the arm are acceptable. Examples of
inappropriate apparel include by are not limited to:
halters, midriff tops, crop tops, spaghetti strap tops,
strapless tops, revealing and/or see-through tops,
open mesh garments, garments with open sides which
expose skin or undergarments, tank tops, and muscle
tops (oversized arm holes).
94. School Rules
Student Dress Code
Lower garments are to be worn at the appropriate level and
cannot drag the floor. Lower garments should not allow any
portion of the buttocks or undergarments to be exposed when
the student sits, stands, raises his/her hand, or bends over. No
form fitting shorts of any kind may be worn unless worn
completely under a shirt/dress. Examples include
biking, spandex, and lycra-type shorts. If a belt is worn, it must
be of proper length.
No skin should be visible between a student’s top and bottom
garment when the student sits, stands, raises his/her hand or
bends over.
Torn or tattered clothing is not to be worn.
Patches, insignias, buttons, jewelry, clothing, or other items that
include obscene, violence, gang, tobacco, drug or alcohol
related writing or images are not acceptable. Items of clothing
that belittle others may not be worn
(i.e., race, religion, gender, etc.)
Coats and jackets meant for outdoor wear, book bags and
oversized bags must be kept in the school locker or other
designated area during the day.
95. School Rules
Student Dress Code
Exposed chains, jewelry, dog
collars, spikes, piercings and other
articles judged to be potentially
harmful to students are not permitted.
Face painting is prohibited. Makeup or
hairstyles that are disruptive to the
educational process are prohibited.
Exceptions to the above dress code
will be considered to provide for
special events, cultural beliefs and to
promote school spirit. Students and/or
sponsors must have permission from
the principal prior to the activity.
96. School Rules
Student Dress Code:
Appeals and Review
Appeals
Students, with parent permission, may elect to appeal above
limitations described in the code. The administration will
process student and parent requests for exceptions to the code
as established. Personal parent conference is necessary for an
appeal that may lead to the approval of an exception by the
administrator.
Review
Building administrators are charged with reviewing this policy
annually and establishing administrative guidelines that include
common procedures and consequences pertaining to the
adopted dress code.
97. School Rules
Detention
In an effort to correct behavior which is not consistent
with Redhawks High School, detention may be assigned.
Teachers may assign detentions for violations of
classroom or school rules.
Students are responsible for arranging transportation if
they have to serve a detention.
Employment or extra-curricular activities will not
constitute an exemption from detention.
Any student failing to serve detention will be assigned to
an administrative punishment.
98. School Rules
Detention: Types
Administrative Detentions
Two hour detentions after school (2:30-4:30)
Student must bring work to complete during detention.
Listening to an iPod/radio is not permitted.
No talking during detention.
Students’ are NOT permitted to sleep during the allotted time.
Friday School
Two and on half hours after school on Friday (2:30-5:00)
Same rules as administrative detentions
In School Suspension(ISS)
Students assigned to ISS must report to school by 7:15 a.m. and remain in ISS until 3:20.
Students will spend school day in ISS room.
Students will be given class work which must be completed during the day.
Students will receive class credit for work completed in ISS.
Students failing to attend ISS, arriving late, or leaving early will be considered suspended out of
school
Out of School Suspension (OSS)
Any student assigned to OSS is not permitted to attend school on days of suspension.
Students will receive no credit for school work missed during an OSS
Students are entitled to due process
99. School Rules
Food and Drink Policy
Water is permitted in the classroom as long as it is in a clear
and sealable container.
Food cannot be consumed in the classroom, unless
otherwise permitted by the teacher.
All food must be kept in the cafeteria area or in a student’s
locker at all times
Gum is permitted during class times, unless students do not
dispose of gum properly. If damage to school property
becomes a problem, the teacher has the right to revoke this
rule.
100. School Rules
Staff Dress Code: General
All employees are expected to wear clothing that is neat and clean. Employees are not
to wear clothing that is tight, revealing, short, torn, tattered, dirty and excessively faded,
or with visual, written, or implied messages that are likely to disrupt the school
environment.
Noisy, distracting jewelry/accessories that could cause a safety hazard may not be worn.
In
keeping with professional decorum, earrings may be worn by female employees only,
and ears are the only exposed areas of the body on which pierced jewelry may be worn.
Tattoos must be covered.
Footwear must be worn at all times. Shoes traditionally worn around the home (i.e.
house shoes, pool or shower shoes) are not permitted. Tennis/athletic shoes that are
clean and in good condition may be worn.
The site administrator may designate “school spirit” days. On those days, it is
permissible to wear wind suits or jeans, and approved shirts (tee shirts with school logos
or school colors). On
special days/events (i.e. Western Day, Red Ribbon Week, and Homecoming), the site
administrator may designate special attire. The site administrator will determine dress for
work
days and site-based staff development days.
101. School Rules
Staff Dress Code for Females
Women may wear slacks of appropriate material. Capri pants (no blue
denim except on spirit days or other special occasions) may be worn.
No shorts can be worn unless they are knee length.
Women’s skirts/dresses should be at least knee length.
Leggings may be worn only under a dress/skirt.
Seasonal/decorated shirts and blouses may be worn.
Tank tops, backless apparel, midriffs, tops with straps less than 2
inches, sleeveless tops that are revealing (deep or low cut), or see-through
blouses are not acceptable.
Any clothing that inappropriately exposes the body, belly or cleavage is
unaceptable. Please refrain from wearing tops that gap open when bending
down or leaning over. Low cut tops are not appropriate for school wear.
Hats are not permitted.
102. School Rules
Staff Dress Code for Males
Men are encourage, but not required, to wear ties.
Males are encouraged to wear button down shirts. Suits and
sport coats are permitted. Professional sweaters may also be
worn.
Socks must be worn with shoes.
Hair shall be well groomed. Men’s hair shall not extend below
the base of the neck.
All facial hair should be neat, clean, and well groomed
No shorts, jeans, or t-shirts (exception: school spirit days).
Shoes must have a strap or closed-back. Beach style flip-
flops, athletic shoes, or other casual shoes are not acceptable.
No hats are to be worn during the school day.
103. School Rules
Staff Attendance
Each staff member of Redhawks High School is
permitted 5 absences each semester, whether the
absence is for personal use or sickness.
Staff must be present thirty minutes before the
school days starts and stay thirty minutes after the
school day ends.
104. School Rules
Bullying
There is a zero-tolerance policy. A student shall not harass, bully, retaliate against, coerce, interfere with,
intimidate, inflict injury, cause another to inflict injury or behave in any way which could cause physical
injury or mental anguish to another student, teacher or other school personnel.
Fighting - Students caught fighting will face (3) days of suspension. If school personnel find it difficult
to stop it, then more days will be added to the suspension with the possibility of criminal charges.
For purposes of this rule, “bullying” is defined as an intentional written, verbal, electronic or physical
act that a student exhibits toward another particular student more than once; and behavior both (1)
causes mental or physical harm to the student, and (2) is sufficiently severe, persistent, or pervasive that
a reasonable person under the circumstances should know will have the effect of:
(a) Placing a student in reasonable fear of physical harm or damage to the student’s property;
(b) Physically harming a student or damaging a student’s property; or
(c) Insulting or demeaning any student or group of students in such a way as to disrupt or
interfere with the school’s educational mission or the education of any student.
All parents and students should report bullying to school officials.
Once reported bullying is received, an investigation will occur.
After bullying is investigated, the form of discipline will be chosen.
Students are required to attend the informational session on the meaning of bullying and its
consequences
105. Bullying
According to Dr. Brooks, in order to prevent bullying and harassment it
starts with the following:
1. Everybody knows the expectations.
2. Everybody knows the events.
3. Everybody knows the consequences.
4. The consequences are enforced with immediacy and consistency.
According to news@edutopia.org, the five ways to stop bullying and
move into action are:
1. Recognize and Respond: Bullying and intolerance manifest as verbal, written or physical
acts that harm another person.
2. Create Dialogue: Create opportunities for open dialogue with youth about bullying and
intolerance. Let students lead through peer-to-peer action.
3. Encourage Bystanders to Become "Upstanders”: Upstanders are people who stand up
for themselves and others.
4. Foster Safety and Inclusion: Foster safe and welcoming environments that promote
inclusion and acceptance, places where students feel everyone is respected and their
identity is valued.
5. Educate Your Community: Partner with others to take joint action in educating
students, teachers and parents about bullying in your school and community.
106. School Rules
Discipline
Normal sequence of discipline:
1)Discussion and counseling with classroom teacher
a. Detention
b. Parental involvement
2)Referral to a Student Services Administrator
3)Referral to Assistant Principal
4)Referral to Principal
107. Medications
Providing medical care to a student is the responsibility of the parent and
should not be assumed by the school. Whenever possible, it is preferred
that students not be expected to take medication during school hours. If
it is absolutely necessary that medication be administered during school
hours, the following procedures must be followed:
A written permission for dispensing medication (prescription or over-the-
counter) must be obtained from the student's parent and physician.
The "School Medication Permit" must be completed by the parent or guardian
and the physician. This form provides parent permission, medical
information, and the physician order required by Ohio law. A separate form is
required for each medication or dosage. No medication will be administered
unless this permission, information, and order is provided.
THE STUDENT IS RESPONSIBLE FOR REPORTING ON TIME FOR
MEDICATION(S).
Students are not permitted to carry medication to, from, or during school;
consequently, the parent is advised to deliver medication directly to the school
nurse or clinic aid. School personnel are not responsible for medication prior to
delivery to them.
108. Medications
All medication must be delivered in the original container properly labeled with directions
for administering. The student's name must be clearly visible on the container. The parent
must supply the school with the exact dosage.
It is a responsibility of the parent/guardian to assure a continuous supply of medication for
the child and to be aware of the quantity of medication supplied to the clinic and when
additional medication is needed.
The school nurse or designee will administer the medication in accordance with the
physician's instructions. STUDENTS MAY NOT CARRY OR ADMINISTER THEIR
OWN MEDICATION because reactions to the medication taken may not be recognized
and inappropriate treatment might be rendered. If the physician specifically documents on
the medication permit that a life-threatening situation could occur if the student does not
have immediate access to that particular medication, the medication may be carried by the
student. School personnel are not responsible for medications carried by a student.
The district medication policy and all procedures for implementing the policy also apply to
giving Tylenol or Advil for menstrual cramps of discomfort from dental braces and/or to
giving any over-the- counter medication.
When a medication has been discontinued, any remaining medication must be picked up by
the parent within one week after discontinuation or it will be disposed of by the school
nurse.
109. School Rules
Tips from the Superintendent
What to do:
Failing to plan is planning to fail.
When you do intervene, do it as quickly and quietly as possible.
Respect is something you earn by being competent and compassionate
If you need to change something, change it, but always do it in the direction of improving learner
engagement and cooperation. Gain influence so you have it!
Hold high expectations for all students!
110. School Rules
Tips from the Superintendent
What NOT to do:
Don’t have disorganized room with limited student visibility
Don’t provide too much personal information!
Don’t assume your students already know certain information
Don’t yell at or embarrass students
Don’t share student information with others
Don’t let learners pick on others or laugh at them when they ask/answer questions
112. School Emergencies
Fire and Tornado Drills
For both fire and tornado alarms:
Check the instructions in each classroom (they are posted)
indicating how to leave the building in case of fire or where
to report in case of a tornado.
Follow the instructions of your teacher.
Walk. No Talking. Move quickly and quietly to designated
areas.
Setting off a false alarm will result in disciplinary action.
Drills are conducted for the students’ protection.
Teachers will explain the procedures and details.
113. School Emergencies
Lock Down
“Code Red” will be announced over the school PA
system for an intruder. “Code Yellow” will be announced
for a drug search.
Then, teachers need to immediately lock their classroom
doors after checking hallways for students.
All students should move away from the doors.
All school gates will automatically locked down.
Dogs will be released in the situation of a drug search.
114. School Emergencies
Contact
Teachers:
-Miss Van Benschoten
Madeline.VanBenschoten@R.NewFrontier.oh.edu
-MissKliment
Abby.Kliment@R.NewFrontier.oh.edu
- Mr. English Peter.English@R.NewFrontier.oh.edu
115. School Emergencies
Contact School
Location
121 Birds Nest Drive
Hawking, OH 50263
School Administration:
Principal:
Dr. McGuffey
samuel.mcguffey@R.NewFrontier.oh.edu
Asst. Principal:
Dr. Bachelor
Austin.Bachelor@R.NewFrontier.oh.edu
116. School Website
All information can be found at our school website.
http://www.newfrontier.k12.oh.edu/RedhawksHigh