The document discusses what principals need to know about staffing special education programs. It emphasizes that principals should establish a philosophy that integrates special education as an integral part of the school's educational program. It also discusses effective co-teaching models where both general education and special education teachers provide classroom instruction. The document also provides guidance on interviewing and hiring special education teachers, mentoring new special education teachers, supporting new staff through observations and meetings, ensuring teachers meet highly qualified requirements, and balancing student and regulatory needs.
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
For those with degrees in specific subject areas, enabling them to start teaching immediately, Florida Teacher Certification helps you to kickstart your career as a teacher and assists you in making your life successful in the career of teaching. https://bit.ly/2WXJ708
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
Occupational Outlook: High School TeachersHub.Careers
Considering a career as a high school teacher? These professionals educate adolescent students, teaching them the skills and knowledge they need for higher education or the job market. This guide provides all the necessary information and resources to get started. Find out everything you need to know about this occupation, including qualifications, pay and standard duties.
Training is a component of many teacher induction programs. All too often, inductees have received insufficient professional preparation. With increasing numbers of inductees entering the classroom via alternative routes, many induction programs today are compensating for little or no previous training whatsoever, in effect blurring the line between teacher preparation and induction.
Even if your new hires have had traditional teacher education, they often come unprepared for the first year of teaching, especially in urban classrooms. Sometimes, even an aspiring urban teacher who shines when placed for her eight-week practicum in an "exemplary" school, with excellent teachers and a rich learning environment, may well be hopelessly unprepared to cope with conditions in the mediocre or failing school that is likely to be her first assignment.
The most effective type of training program is that which is part of a teacher's ongoing professional development. Viewed as part of continuing education, content and complexity grow as the inductee matures into a seasoned teacher. Completing your first year as a fully responsible teacher in an urban school has nothing to do with having been "successful" in a college preparation program. Even if you student-taught in an urban school, you were never accountable to the parents and principal for students' learning and behavior.
Training programs for beginning teachers often are determined by courses that the state or district requires (and sometimes finances). Training typically is conducted by a staff developer and a cadre of teacher trainers; central office personnel, site administrators, or consultants also may facilitate workshops. The best training programs are those that include ongoing assessments of the particular needs of individual beginning teachers, and design workshops, seminars, and course work based on these needs.
Training can take many forms, including:
- Observation in other classrooms in same school
- Workshops/seminars
- Conferences
- Observations in other schools
- Reflection on practice/journal writing
- Team teaching (novice + experienced teacher)
- Individual induction plan
- Psychological support
- Teacher-led inquiry/action research
- Case-based discussion
- Electronic networking
You can hold induction activities in the same school building the inductee works in, at a different school site or professional development center, or you can rotate activities among different school sites. Induction activities can be held during the school day, after school, on weekends, or even before school.
Curriculum
Program content often deals with perceived barriers to inductee success. Common curricular topics for induction include addressing inadequate classroom management skills and inability to handle disruptive students.
Source: https://ebookschoice.com/commitment-to-retaining-talented-teachers/
Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Chapter 2
What Does a Principal Need to Know About Staffing
Ana Luz A. Fuentebella
ADVANCE EDUCATIONAL LEADERSHIP and MNGT IN SPED
PROF. Dr. AIDA DAMIAN
1
2. As a principal, you need to set the example to the rest
of the staff that special education is an integral part of the
educational program at your school. The key is establishing a
philosophy integrating the special education component into
decisions from the beginning, not as an afterthought. Not
only do special education teachers sometimes feel
disconnected from the rest of the staff, but general
education teachers also often feel disconnected from special
education teachers. The main idea to get across is that all
teachers have more in common than they do differences.
3. Managing Larger Special Education Populations by Co-Teaching
Co-teaching does not mean that the special education teacher is an assistant in the
general education classroom. In the most effective co-teaching model, both the
general education teacher and the special education teacher provide classroom
instruction. Once students see both teachers teaching, the teachers gain credibility
and students are more open to learning and accepting help. For co-teaching to be
effective, however, the special education teacher should carry out some or all of
the following teaching responsibilities:
• Conduct the warm-up activity.
• Direct the independent practice activity.
• Conduct the review or summary at the end of the lesson.
• Assign homework.
• Conduct the homework review.
4. One approach is to pair a special education teacher with two
different teachers at different times during the school day. The
special educator can co-teach in one class in the morning while
a paraprofessional or instructional aide works with the other
co-taught class, and then reverse their roles in the afternoon. In
this scenario, then, this subject area would have four different
co-taught, inclusive classes throughout the day. This has the
benefit of raising the profile of co-teaching and making it a
“normal” part of the school’s education delivery process.
7. 7
No matter what questions you use, be sure you ask
the same questions of each candidate; this gives
every candidate the same chance to succeed. Having
the same person ask the same question(s) also helps
to maintain uniformity. When interviewing potential
candidates, your committee should not be too large
or too small; generally, between three and six
people, and representative of your special education
staff, your general education staff, and your
administration. This does not preclude asking
follow-up questions to obtain specific information
about an area of experience or expertise that a
particular candidate may have.
8. 8
Mentoring New Special Education Teachers
Mentoring the special education teacher is much different than
mentoring a general education teacher. For one thing, your pool
of veteran teachers from which to choose a mentor is much
smaller. Second, the kind of paperwork and activities the special
education teacher is expected to handle is very different from the
general education elementary or secondary teacher’s paperwork
and activities. Matching the new teacher with a knowledgeable,
competent, and friendly veteran is essential to a new teacher’s
success.
9. 9
How and when you observe new staff is often a matter of style. Whereas
some principals believe in letting staff know when they are going to
observe a classroom, others believe in the “surprise! I’m here” approach,
and some operate under both provisions. Regardless of your approach to
classroom observations, our first suggestion is not to do any formal
observations in the first 2 months of a new teacher’s placement.
Supporting New Employees
• the pre-observation meeting
• Observation
• post-observation meeting
10. 10
A teacher’s status as “highly qualified” can change from year to year or even within a school
year based on student enrollment, transfer of a student, or an IEP change.
For example, Teacher A is assigned to 22 students throughout a day, providing primary
instruction in English and science to 15 students and English only to seven students in a pull-
out resource environment. Teacher A, therefore, is required to be highly qualified in English and
science. During the school year, a new student transfers into Teacher A’s class.
The student’s IEP requires the student receive primary instruction in math in the
resource room environment; Teacher A is now required to be highly qualified in English,
science, and math. Students who do not receive instruction from a general education teacher in
a core subject and whose IEP states that instruction in that core area is required must be taught
by a highly qualified special education teacher in that subject.
If a student in Teacher D’s self-contained class receives instruction in English only from
a general education teacher and the IEP states that instruction in all core subjects should be
provided, then Teacher D must be highly qualified in math, science and social studies.
Highly Qualified Teachers
11. 11
As a principal, you have a dual concern: You need to
both service students and meet the highly qualified
teacher requirements without overburdening any
one teacher. By ensuring your teachers are highly
qualified in more than one subject, your students
will receive more focused and specialized
instruction, and you will have more flexibility in
scheduling