work plan template 10.doc
•Download as DOC, PDF•
0 likes•94 views
This document is a school counselor's work plan for the academic year. It outlines goals and action steps for the counselor across five standards: 1) Program Planning, Design and Management; 2) Program Delivery; 3) Data Driven Accountability and Program Evaluation; 4) Leadership and Advocacy; and 5) Professional Growth and Responsibilities. For each standard, the counselor identifies goals, action steps to achieve the goals, collaborators, timelines, and progress updates.
Report
Share
Report
Share
![Counselor Name_______________________
School_______________________
[School Year]
Work Plan
DIRECTIONS: Please refer to the Professional School Counselor Performance Standards found on pages 36 & 37 of the State Model booklet and
the descriptive rubrics found on the front page of WVDE school counseling website
http://wvde.state.wv.us/counselors/documents/school_counselor_standardsbookletFINAL2012.pdf. If you have multiple goals in one standard,
please duplicate that component of this work plan template.
Standard 1: Program Planning, Design and Management
GOAL:
Action Steps Who? Collaborate
with?
By
When
Progress](https://image.slidesharecdn.com/workplantemplate10-220809110510-b83ec3e7/85/work-plan-template-10-doc-1-320.jpg)
![Counselor Name_______________________
School_______________________
[School Year]
Standard 2: Program Delivery
Integrated Delivery of the WV Student Success Standards
Goal:
Action Steps Who? Collaborate
with?
By
When
Progress](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
2009 2010 Agreement
This document outlines a mentor/mentee agreement between two individuals beginning in [today] and ending in April 2010. It details the communication expectations, which include meeting once a month in person and conducting quick check-ins by email or phone between meetings. Goals for both the student and mentor are listed in several categories, along with action steps and methods for assessing progress and providing feedback. Guidelines around professional conduct, confidentiality, and monthly check-ins with the Pathways program are also established.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docx
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Excellence In School Projects Award Model & Criteria
A comprehensive framework that helps in spreading around the culture of planning and effective modelling of thoughts, ideas and projects in order to deliver the effective planning as one of the main pillars for the success and sustainability of any project while considering the linkage with surrounding communities and productive team work towards maximizing the return and impact on all participants, surrounding communities and shared vision.
Seminar presentation
The document discusses guidelines for student assessment and grading in the Philippine K-12 education system, including the use of norm-referenced and criterion-referenced measures, developing rubrics to evaluate student performance, and policies around student promotion, retention, and identifying honor students based on their proficiency levels. Teachers are given flexibility in lesson planning but are still expected to follow the curriculum standards and assess students on knowledge, skills, understanding, and performance.
DetailsAs students transition into high school, they wi
Details:
As students transition into high school, they will also begin considering and planning what they want to do after high school. This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post-secondary life.
Imagine collaborating with a Grades 9-12 certified grade special education teacher about transition assessments, plans, goals, and post-secondary transition to help you synthesize the following:
1. Who is involved in the development of the transition plan?
2. How can the student advocate for himself or herself through the development of the transition plan?
3. What types of assessments are used to develop the transition plan?
4. What types of supports can be provided to help the student meet their transition goals?
5. What types of organizations can be included in the transition plan to support the student’s goals?
6. Ask at least two additional questions of your own.
In 250-500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
...
Slo training teacher teams. jan29.2014
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
Coherence improvement model
The document outlines a framework for setting goals, measures, and practices at the district, school, and teacher levels to improve student skills. At the district level, the community selects high-leverage student skills and agrees on standardized and non-standardized metrics to measure success. Similarly, at the school level, the community selects goals and measures. Professional learning opportunities are created at the school level aligned with needed instructional strategies. At the teacher level, goals are set aligned with the school's focus, and teachers identify standardized and non-standardized measures. Teachers engage in school-based professional learning and can add personalized learning to their plans.
A420107.pdf
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Recommended
2009 2010 Agreement
This document outlines a mentor/mentee agreement between two individuals beginning in [today] and ending in April 2010. It details the communication expectations, which include meeting once a month in person and conducting quick check-ins by email or phone between meetings. Goals for both the student and mentor are listed in several categories, along with action steps and methods for assessing progress and providing feedback. Guidelines around professional conduct, confidentiality, and monthly check-ins with the Pathways program are also established.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docx
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Excellence In School Projects Award Model & Criteria
A comprehensive framework that helps in spreading around the culture of planning and effective modelling of thoughts, ideas and projects in order to deliver the effective planning as one of the main pillars for the success and sustainability of any project while considering the linkage with surrounding communities and productive team work towards maximizing the return and impact on all participants, surrounding communities and shared vision.
Seminar presentation
The document discusses guidelines for student assessment and grading in the Philippine K-12 education system, including the use of norm-referenced and criterion-referenced measures, developing rubrics to evaluate student performance, and policies around student promotion, retention, and identifying honor students based on their proficiency levels. Teachers are given flexibility in lesson planning but are still expected to follow the curriculum standards and assess students on knowledge, skills, understanding, and performance.
DetailsAs students transition into high school, they wi
Details:
As students transition into high school, they will also begin considering and planning what they want to do after high school. This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post-secondary life.
Imagine collaborating with a Grades 9-12 certified grade special education teacher about transition assessments, plans, goals, and post-secondary transition to help you synthesize the following:
1. Who is involved in the development of the transition plan?
2. How can the student advocate for himself or herself through the development of the transition plan?
3. What types of assessments are used to develop the transition plan?
4. What types of supports can be provided to help the student meet their transition goals?
5. What types of organizations can be included in the transition plan to support the student’s goals?
6. Ask at least two additional questions of your own.
In 250-500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
...
Slo training teacher teams. jan29.2014
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
Coherence improvement model
The document outlines a framework for setting goals, measures, and practices at the district, school, and teacher levels to improve student skills. At the district level, the community selects high-leverage student skills and agrees on standardized and non-standardized metrics to measure success. Similarly, at the school level, the community selects goals and measures. Professional learning opportunities are created at the school level aligned with needed instructional strategies. At the teacher level, goals are set aligned with the school's focus, and teachers identify standardized and non-standardized measures. Teachers engage in school-based professional learning and can add personalized learning to their plans.
A420107.pdf
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Learning Delivery Modalities Course 2:
This document provides information about Module 4 which focuses on planning for continuing professional development and participating in a Learning Action Committee session. The objectives are to carry out a professional development plan using available DepEd or non-DepEd programs and resources, discuss initiatives with colleagues, develop an individual learning action plan, and commit to professional growth. The module includes lessons on self-reflection of capabilities and practice, and creating a realistic professional development plan to address identified needs related to teaching modalities and standards.
EDD9953 Signature Assignment
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
Student Growth Inferences
The document discusses upcoming legislation around student growth models for evaluating teachers and schools. It notes that the legislation will require districts to use state assessments to measure student growth and develop local growth models to supplement the state ratings. The document provides an overview of different types of growth models, how they work, and how they can be used to set growth targets and evaluate educators. It emphasizes that growth models are most effective when goals are aligned across the district and based on a shared definition of student success.
Sacred heart 2015 share
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
Indicadores smart
This document provides guidance on writing SMART objectives for program planning and evaluation. It defines what objectives are and how they differ from goals and strategies. Objectives should be specific, measurable, achievable, realistic, and time-phased (SMART). The document includes examples of non-SMART versus SMART objectives and provides a checklist for assessing whether objectives are SMART. The overall purpose is to explain how to write clear, measurable objectives that can be used to monitor program implementation and progress toward goals.
M0 orientation to the slo-sso-final
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
M0 Orientation to the SLO-SSO-DemoSite
This document provides an orientation to the student learning/support objective (SLO/SSO) process. It defines key terms like SLOs, SSOs, standards, and measures. The process involves three phases - design, build, and review - with five steps nested within: developing a goal statement, identifying standards, creating a blueprint, reviewing the template, and evaluating performance. The training modules will guide educators through each phase to design, build, and review high-quality SLOs/SSOs aligned to content or professional standards and measured by performance targets. Online resources provide templates, examples, and supplemental materials to support educators in completing the SLO/SSO process.
M1 designing the slo-sso-final
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
M1 Designing the SLO-SSO-Demo Site
This document provides guidance on designing student learning objectives (SLOs) and student support objectives (SSOs). It outlines a 3-step process: 1) composing a goal statement, 2) selecting targeted content/professional standards, and 3) creating a blueprint. The blueprint visually depicts the relationships between the goal, standards, objectives using SMART criteria, and performance measures. The document includes examples and quality assurance checks to ensure technical rigor. The overall aim is to design objectives that guide instruction and support services while determining student mastery.
MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention
The document discusses implementing high-quality student learning objectives (SLOs) as part of Maryland's teacher evaluation model. It explains that 50% of teacher evaluations will be based on student growth measures, including SLOs. SLOs require teachers to identify critical content, select quality measures, set rigorous targets, and develop best practice action plans. The document provides questions and examples to guide teachers in developing high-quality SLOs and ensuring they are ambitious yet attainable. After using SLOs for 5 years, teachers reported benefits like stronger collaboration and a focus on student progress and achievement.
Strategy 2016
The document outlines a strategy for Student Representation (SR) at Rotterdam School of Management from 2016-2020. The strategy aims to substantially improve the quality of education through facilitating feedback between students and faculty. Key goals include increasing student awareness of SR, transparently monitoring progress, establishing education quality standards, and strengthening the role of the Program Advisory committee. The strategy will be implemented through representatives collecting feedback, informing students of past improvements, creating strong representative relationships, and training representatives on education quality standards.
Student Growth Measures
This document provides materials for a training on student growth measures and student learning objectives (SLOs) for district and educational service center leaders. The training is divided into four modules that cover: an introduction to student growth measures and SLOs; selecting appropriate assessments; developing growth targets; and scoring SLOs. Each module includes presentation slides, handouts, facilitator guides, and feedback forms. The training aims to help participants understand SLOs, the SLO development process, and how to evaluate the quality of SLOs.
CYB- 650 Executive Summary of the Risk Assessment Scoring Guide
CYB- 650 Executive Summary of the Risk Assessment Scoring Guide
Performance Level Ratings
Meets Expectations
Performance consistently met expectations in all essential areas of the assignment criteria, at times possibly exceeding expectations, and the quality of work overall was very good. The most critical goals were met.
Near Expectations
Performance did not consistently meet expectations. Performance failed to meet expectations in one or more essential areas of the assignment criteria, one or more of the most critical goals were not met.
Below Expectations
Performance was consistently below expectations in most essential areas of the assignment criteria, reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas.
Criteria
Below Expectations
Near Expectations
Meets Expectations
Earned
The student comprehensively presents an executive summary to include:
A brief summary of the scope and results of the risk assessment
0 pts – 2 pts
3 pts – 4 pts
5 pts
High-risk findings and comments on required management actions
0 pts – 9 pts
10 pts – 14 pts
15 pts
An action plan to address and prioritize compliance gaps
0 pts – 9 pts
10 pts – 14 pts
15 pts
A cost/benefit analysis
0 pts – 9 pts
10 pts – 14 pts
15 pts
An explanation of the risks involved in trying to achieve the necessary outcomes and the resources required to address the gaps
0 pts – 9 pts
10 pts – 14 pts
15 pts
Prose is largely free of mechanical errors. The writer uses a variety of effective sentence structures, figures of speech, and industry terminology.
0 pts – 2 pts
3 pts – 4 pts
5 pts
TOTAL
/70
Instructor Feedback
Page | 2
BSBPMG522
Undertake project work
Instructor Workbook
Table of Contents
Table of Contents2
Candidate Details3
Assessment – BSBPMG522: Undertake project work.3
Competency Record to be completed by Assessor4
Activity 1B6
Activity 1C8
Activity 1D9
Activity 2A10
Activity 2B11
Activity 2C13
Activity 2D14
Activity 2E15
Activity 3A16
Activity 3B17
Activity 3C18
Activity 3D20
Activity 3E21
Activity 4A22
Activity 5A23
Skills and Knowledge Activity24
MajorActivity26
Candidate Details
Assessment – BSBPMG522: Undertake project work.
Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBPMG522:Undertake project work.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by ...
2012 13 superintendent evaluation ssd form
The document is a performance evaluation of a school superintendent for the 2012-2013 school year. It evaluates the superintendent on goal setting and achievement across several areas of leadership including: instructional leadership, climate of high expectations, frequent monitoring of student progress, opportunity to learn and time on task, safe and orderly environment, positive home-school relations, clear and focused mission, administrative duties, governance board relations, district management skills, public/community building, and human resource management. The superintendent received ratings on achieving specific goals within each area.
QED ecosystem tools
The document describes tools and structures used by QED Foundation and its sponsored charter school MC2 to support personalized learning. These include the Learner Sketch Tool to create student profiles and identify strengths/challenges, habits rubrics to assess skills, end of day reflections for students to provide feedback and set goals, graduation checklists to track student progress, and digital portfolios to organize student work and feedback. The goal is to engage students as self-directed learners and provide support through coaching and personalized instruction.
Georgetown County Public Works Training Proposal
Georgetown County Public Works Training Proposal
Ms. Peg Howell, M.B.A., Community Outreach Coordinator, Georgetown RISE, RCE Georgetown
Ms. Maeve Snyder, M.S., Director of Communications and Education Task Force, Georgetown RISE - Coastal Training Program Coordinator, Winyah Bay National Estuarine Research Reserve, RCE Georgetown
9th Americas RCE Regional Meeting
13 & 14 October, 2020
NQEC2014-asq-powerpoint-November 16 2014
The document summarizes how Deer Valley Unified School District in Arizona is using Baldrige rubrics to drive continuous improvement. It provides background on the district and explains that their strategic plan requires embedding continuous improvement principles using the Baldrige framework. Rubrics were developed for each Baldrige category to provide clarity on implementation levels and desired outcomes. District staff are trained on the rubrics and use them to assess processes, set improvement targets, and ensure plans are aligned. Data shows increased documentation of key processes and most staff agreeing that improvement plans are now more aligned thanks to use of the rubrics.
GA learning contract pdf
The document discusses student affairs as a profession focused on experiential learning outside and sometimes inside the classroom. It notes that student affairs practitioners hold various positions like career counselors and academic advisors and facilitate programs with learning outcomes. The graduate assistant learning contract template then outlines various competencies like administration, communication, theoretical foundations, and technology that the assistant will develop goals and receive evaluation in over the semester from their supervisor.
Edp Presentation
This document provides an overview of development planning workshops, including why companies invest in employee development, what a development plan is, and tips for creating an effective plan. It stresses that development is a shared responsibility between employees and leaders, and should include on-the-job activities, self-directed learning, and training. Potential challenges like overreliance on training or procrastination can be overcome with strategies like focusing activities and periodically reviewing progress.
Student Assessment Inventory for School Districts
The Student Assessment Inventory for School Districts is a tool district leaders can use to take stock of their assessments and assessment strategy, and do so from a student perspective. The tool supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes, and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps taken that will help students. Visit http://www.achieve.org/publications/student-assessment-inventory-school-districts
Call8328958814 satta matka Kalyan result satta guessing
Satta Matka Kalyan Main Mumbai Fastest Results
Satta Matka ❋ Sattamatka ❋ New Mumbai Ratan Satta Matka ❋ Fast Matka ❋ Milan Market ❋ Kalyan Matka Results ❋ Satta Game ❋ Matka Game ❋ Satta Matka ❋ Kalyan Satta Matka ❋ Mumbai Main ❋ Online Matka Results ❋ Satta Matka Tips ❋ Milan Chart ❋ Satta Matka Boss❋ New Star Day ❋ Satta King ❋ Live Satta Matka Results ❋ Satta Matka Company ❋ Indian Matka ❋ Satta Matka 143❋ Kalyan Night Matka..
More Related Content
Similar to work plan template 10.doc
Learning Delivery Modalities Course 2:
This document provides information about Module 4 which focuses on planning for continuing professional development and participating in a Learning Action Committee session. The objectives are to carry out a professional development plan using available DepEd or non-DepEd programs and resources, discuss initiatives with colleagues, develop an individual learning action plan, and commit to professional growth. The module includes lessons on self-reflection of capabilities and practice, and creating a realistic professional development plan to address identified needs related to teaching modalities and standards.
EDD9953 Signature Assignment
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
Student Growth Inferences
The document discusses upcoming legislation around student growth models for evaluating teachers and schools. It notes that the legislation will require districts to use state assessments to measure student growth and develop local growth models to supplement the state ratings. The document provides an overview of different types of growth models, how they work, and how they can be used to set growth targets and evaluate educators. It emphasizes that growth models are most effective when goals are aligned across the district and based on a shared definition of student success.
Sacred heart 2015 share
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
Indicadores smart
This document provides guidance on writing SMART objectives for program planning and evaluation. It defines what objectives are and how they differ from goals and strategies. Objectives should be specific, measurable, achievable, realistic, and time-phased (SMART). The document includes examples of non-SMART versus SMART objectives and provides a checklist for assessing whether objectives are SMART. The overall purpose is to explain how to write clear, measurable objectives that can be used to monitor program implementation and progress toward goals.
M0 orientation to the slo-sso-final
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
M0 Orientation to the SLO-SSO-DemoSite
This document provides an orientation to the student learning/support objective (SLO/SSO) process. It defines key terms like SLOs, SSOs, standards, and measures. The process involves three phases - design, build, and review - with five steps nested within: developing a goal statement, identifying standards, creating a blueprint, reviewing the template, and evaluating performance. The training modules will guide educators through each phase to design, build, and review high-quality SLOs/SSOs aligned to content or professional standards and measured by performance targets. Online resources provide templates, examples, and supplemental materials to support educators in completing the SLO/SSO process.
M1 designing the slo-sso-final
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
M1 Designing the SLO-SSO-Demo Site
This document provides guidance on designing student learning objectives (SLOs) and student support objectives (SSOs). It outlines a 3-step process: 1) composing a goal statement, 2) selecting targeted content/professional standards, and 3) creating a blueprint. The blueprint visually depicts the relationships between the goal, standards, objectives using SMART criteria, and performance measures. The document includes examples and quality assurance checks to ensure technical rigor. The overall aim is to design objectives that guide instruction and support services while determining student mastery.
MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention
The document discusses implementing high-quality student learning objectives (SLOs) as part of Maryland's teacher evaluation model. It explains that 50% of teacher evaluations will be based on student growth measures, including SLOs. SLOs require teachers to identify critical content, select quality measures, set rigorous targets, and develop best practice action plans. The document provides questions and examples to guide teachers in developing high-quality SLOs and ensuring they are ambitious yet attainable. After using SLOs for 5 years, teachers reported benefits like stronger collaboration and a focus on student progress and achievement.
Strategy 2016
The document outlines a strategy for Student Representation (SR) at Rotterdam School of Management from 2016-2020. The strategy aims to substantially improve the quality of education through facilitating feedback between students and faculty. Key goals include increasing student awareness of SR, transparently monitoring progress, establishing education quality standards, and strengthening the role of the Program Advisory committee. The strategy will be implemented through representatives collecting feedback, informing students of past improvements, creating strong representative relationships, and training representatives on education quality standards.
Student Growth Measures
This document provides materials for a training on student growth measures and student learning objectives (SLOs) for district and educational service center leaders. The training is divided into four modules that cover: an introduction to student growth measures and SLOs; selecting appropriate assessments; developing growth targets; and scoring SLOs. Each module includes presentation slides, handouts, facilitator guides, and feedback forms. The training aims to help participants understand SLOs, the SLO development process, and how to evaluate the quality of SLOs.
CYB- 650 Executive Summary of the Risk Assessment Scoring Guide
CYB- 650 Executive Summary of the Risk Assessment Scoring Guide
Performance Level Ratings
Meets Expectations
Performance consistently met expectations in all essential areas of the assignment criteria, at times possibly exceeding expectations, and the quality of work overall was very good. The most critical goals were met.
Near Expectations
Performance did not consistently meet expectations. Performance failed to meet expectations in one or more essential areas of the assignment criteria, one or more of the most critical goals were not met.
Below Expectations
Performance was consistently below expectations in most essential areas of the assignment criteria, reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas.
Criteria
Below Expectations
Near Expectations
Meets Expectations
Earned
The student comprehensively presents an executive summary to include:
A brief summary of the scope and results of the risk assessment
0 pts – 2 pts
3 pts – 4 pts
5 pts
High-risk findings and comments on required management actions
0 pts – 9 pts
10 pts – 14 pts
15 pts
An action plan to address and prioritize compliance gaps
0 pts – 9 pts
10 pts – 14 pts
15 pts
A cost/benefit analysis
0 pts – 9 pts
10 pts – 14 pts
15 pts
An explanation of the risks involved in trying to achieve the necessary outcomes and the resources required to address the gaps
0 pts – 9 pts
10 pts – 14 pts
15 pts
Prose is largely free of mechanical errors. The writer uses a variety of effective sentence structures, figures of speech, and industry terminology.
0 pts – 2 pts
3 pts – 4 pts
5 pts
TOTAL
/70
Instructor Feedback
Page | 2
BSBPMG522
Undertake project work
Instructor Workbook
Table of Contents
Table of Contents2
Candidate Details3
Assessment – BSBPMG522: Undertake project work.3
Competency Record to be completed by Assessor4
Activity 1B6
Activity 1C8
Activity 1D9
Activity 2A10
Activity 2B11
Activity 2C13
Activity 2D14
Activity 2E15
Activity 3A16
Activity 3B17
Activity 3C18
Activity 3D20
Activity 3E21
Activity 4A22
Activity 5A23
Skills and Knowledge Activity24
MajorActivity26
Candidate Details
Assessment – BSBPMG522: Undertake project work.
Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBPMG522:Undertake project work.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by ...
2012 13 superintendent evaluation ssd form
The document is a performance evaluation of a school superintendent for the 2012-2013 school year. It evaluates the superintendent on goal setting and achievement across several areas of leadership including: instructional leadership, climate of high expectations, frequent monitoring of student progress, opportunity to learn and time on task, safe and orderly environment, positive home-school relations, clear and focused mission, administrative duties, governance board relations, district management skills, public/community building, and human resource management. The superintendent received ratings on achieving specific goals within each area.
QED ecosystem tools
The document describes tools and structures used by QED Foundation and its sponsored charter school MC2 to support personalized learning. These include the Learner Sketch Tool to create student profiles and identify strengths/challenges, habits rubrics to assess skills, end of day reflections for students to provide feedback and set goals, graduation checklists to track student progress, and digital portfolios to organize student work and feedback. The goal is to engage students as self-directed learners and provide support through coaching and personalized instruction.
Georgetown County Public Works Training Proposal
Georgetown County Public Works Training Proposal
Ms. Peg Howell, M.B.A., Community Outreach Coordinator, Georgetown RISE, RCE Georgetown
Ms. Maeve Snyder, M.S., Director of Communications and Education Task Force, Georgetown RISE - Coastal Training Program Coordinator, Winyah Bay National Estuarine Research Reserve, RCE Georgetown
9th Americas RCE Regional Meeting
13 & 14 October, 2020
NQEC2014-asq-powerpoint-November 16 2014
The document summarizes how Deer Valley Unified School District in Arizona is using Baldrige rubrics to drive continuous improvement. It provides background on the district and explains that their strategic plan requires embedding continuous improvement principles using the Baldrige framework. Rubrics were developed for each Baldrige category to provide clarity on implementation levels and desired outcomes. District staff are trained on the rubrics and use them to assess processes, set improvement targets, and ensure plans are aligned. Data shows increased documentation of key processes and most staff agreeing that improvement plans are now more aligned thanks to use of the rubrics.
GA learning contract pdf
The document discusses student affairs as a profession focused on experiential learning outside and sometimes inside the classroom. It notes that student affairs practitioners hold various positions like career counselors and academic advisors and facilitate programs with learning outcomes. The graduate assistant learning contract template then outlines various competencies like administration, communication, theoretical foundations, and technology that the assistant will develop goals and receive evaluation in over the semester from their supervisor.
Edp Presentation
This document provides an overview of development planning workshops, including why companies invest in employee development, what a development plan is, and tips for creating an effective plan. It stresses that development is a shared responsibility between employees and leaders, and should include on-the-job activities, self-directed learning, and training. Potential challenges like overreliance on training or procrastination can be overcome with strategies like focusing activities and periodically reviewing progress.
Student Assessment Inventory for School Districts
The Student Assessment Inventory for School Districts is a tool district leaders can use to take stock of their assessments and assessment strategy, and do so from a student perspective. The tool supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes, and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps taken that will help students. Visit http://www.achieve.org/publications/student-assessment-inventory-school-districts
Similar to work plan template 10.doc (20)
MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention
MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention
CYB- 650 Executive Summary of the Risk Assessment Scoring Guide
CYB- 650 Executive Summary of the Risk Assessment Scoring Guide
Recently uploaded
Call8328958814 satta matka Kalyan result satta guessing
Satta Matka Kalyan Main Mumbai Fastest Results
Satta Matka ❋ Sattamatka ❋ New Mumbai Ratan Satta Matka ❋ Fast Matka ❋ Milan Market ❋ Kalyan Matka Results ❋ Satta Game ❋ Matka Game ❋ Satta Matka ❋ Kalyan Satta Matka ❋ Mumbai Main ❋ Online Matka Results ❋ Satta Matka Tips ❋ Milan Chart ❋ Satta Matka Boss❋ New Star Day ❋ Satta King ❋ Live Satta Matka Results ❋ Satta Matka Company ❋ Indian Matka ❋ Satta Matka 143❋ Kalyan Night Matka..
Profiles of Iconic Fashion Personalities.pdf
The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
Part 2 Deep Dive: Navigating the 2024 Slowdown
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...
Nathalie zal delen hoe DEI en ESG een fundamentele rol kunnen spelen in je merkstrategie en je de juiste aansluiting kan creëren met je doelgroep. Door middel van voorbeelden en simpele handvatten toont ze hoe dit in jouw organisatie toegepast kan worden.
Satta Matka Dpboss Matka Guessing Kalyan Chart Indian Matka Kalyan panel Chart
Satta Matka Dpboss Matka Guessing Kalyan Chart Indian Matka Kalyan panel Chart➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
SATTA MATKA SATTA FAST RESULT KALYAN TOP MATKA RESULT KALYAN SATTA MATKA FAST RESULT MILAN RATAN RAJDHANI MAIN BAZAR MATKA FAST TIPS RESULT MATKA CHART JODI CHART PANEL CHART FREE FIX GAME SATTAMATKA ! MATKA MOBI SATTA 143 spboss.in TOP NO1 RESULT FULL RATE MATKA ONLINE GAME PLAY BY APP SPBOSSAI Transformation Playbook: Thinking AI-First for Your Business
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
一比一原版(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证文凭如何办理
永久可查学历认证【微信：A575476】【(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
欧洲杯赌球-欧洲杯赌球买球官方官网-欧洲杯赌球比赛投注官网|【网址🎉ac55.net🎉】
【网址🎉ac55.net🎉】欧洲杯赌球是世界上历史最悠久的博彩公司之一。其历史可以追溯到十九世纪末，确切时间是1886年。这家英国公司拥有超过15000名员工，是博彩行业规模最大的公司。欧洲杯赌球是英国最受欢迎的实体博彩公司之一，其排名仅次于欧洲杯赌球，旗下2800家投注站遍布全英国。
Kirill Klip GEM Royalty TNR Gold Lithium Presentation
Lithium Will Power Us For The Next 50 Years And Then Robots: Kirill Klip GEM Royalty TNR Gold Lithium Presentation
一比一原版新西兰奥塔哥大学毕业证（otago毕业证）如何办理
一模一样【微信：A575476】【新西兰奥塔哥大学毕业证（otago毕业证）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
The latest Heat Pump Manual from Newentide
𝐔𝐧𝐯𝐞𝐢𝐥 𝐭𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐧𝐞𝐫𝐠𝐲 𝐄𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐜𝐲 𝐰𝐢𝐭𝐡 𝐍𝐄𝐖𝐍𝐓𝐈𝐃𝐄’𝐬 𝐋𝐚𝐭𝐞𝐬𝐭 𝐎𝐟𝐟𝐞𝐫𝐢𝐧𝐠𝐬
Explore the details in our newly released product manual, which showcases NEWNTIDE's advanced heat pump technologies. Delve into our energy-efficient and eco-friendly solutions tailored for diverse global markets.
Ellen Burstyn: From Detroit Dreamer to Hollywood Legend | CIO Women Magazine
In this article, we will dive into the extraordinary life of Ellen Burstyn, where the curtains rise on a story that's far more attractive than any script.
TIMES BPO: Business Plan For Startup Industry
Starting a business is like embarking on an unpredictable adventure. It’s a journey filled with highs and lows, victories and defeats. But what if I told you that those setbacks and failures could be the very stepping stones that lead you to fortune? Let’s explore how resilience, adaptability, and strategic thinking can transform adversity into opportunity.
Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...
Explore the fascinating world of the Gemini Zodiac Sign. Discover the unique personality traits, key dates, and horoscope insights of Gemini individuals. Learn how their sociable, communicative nature and boundless curiosity make them the dynamic explorers of the zodiac. Dive into the duality of the Gemini sign and understand their intellectual and adventurous spirit.
Kirill Klip GEM Royalty TNR Gold Copper Presentation
Tesla Energy rEVolution And The Golden Age For Copper: Kirill Klip GEM Royalty TNR Gold Copper Presentation
PM Surya Ghar Muft Bijli Yojana: Online Application, Eligibility, Subsidies &...
PM Surya Ghar Muft Bijli Yojana: Online Application, Eligibility, Subsidies &...Ksquare Energy Pvt. Ltd.
During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?Recently uploaded (20)
Call8328958814 satta matka Kalyan result satta guessing
Call8328958814 satta matka Kalyan result satta guessing
NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...
NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...
Satta Matka Dpboss Matka Guessing Kalyan Chart Indian Matka Kalyan panel Chart
Satta Matka Dpboss Matka Guessing Kalyan Chart Indian Matka Kalyan panel Chart
AI Transformation Playbook: Thinking AI-First for Your Business
AI Transformation Playbook: Thinking AI-First for Your Business
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...
Kirill Klip GEM Royalty TNR Gold Lithium Presentation
Kirill Klip GEM Royalty TNR Gold Lithium Presentation
Registered-Establishment-List-in-Uttarakhand-pdf.pdf
Registered-Establishment-List-in-Uttarakhand-pdf.pdf
Ellen Burstyn: From Detroit Dreamer to Hollywood Legend | CIO Women Magazine
Ellen Burstyn: From Detroit Dreamer to Hollywood Legend | CIO Women Magazine
Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...
Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...
Kirill Klip GEM Royalty TNR Gold Copper Presentation
Kirill Klip GEM Royalty TNR Gold Copper Presentation
PM Surya Ghar Muft Bijli Yojana: Online Application, Eligibility, Subsidies &...
PM Surya Ghar Muft Bijli Yojana: Online Application, Eligibility, Subsidies &...
work plan template 10.doc
- 1. Counselor Name_______________________ School_______________________ [School Year] Work Plan DIRECTIONS: Please refer to the Professional School Counselor Performance Standards found on pages 36 & 37 of the State Model booklet and the descriptive rubrics found on the front page of WVDE school counseling website http://wvde.state.wv.us/counselors/documents/school_counselor_standardsbookletFINAL2012.pdf. If you have multiple goals in one standard, please duplicate that component of this work plan template. Standard 1: Program Planning, Design and Management GOAL: Action Steps Who? Collaborate with? By When Progress
- 2. Counselor Name_______________________ School_______________________ [School Year] Standard 2: Program Delivery Integrated Delivery of the WV Student Success Standards Goal: Action Steps Who? Collaborate with? By When Progress
- 3. Counselor Name_______________________ School_______________________ [School Year] Standard 2: Program Delivery Integrated Delivery of the WV Student Success Standards Data Usedto identify priority standards for eachGrade level: List priority standards for eachgrade in your programmatic level Grade ____ Grade ____ Grade ____ Grade ____
- 4. Counselor Name_______________________ School_______________________ [School Year] Standard 2: Program Delivery Personalized Student Planning Goal: Action Steps Who? Collaborate with? By When Progress
- 5. Counselor Name_______________________ School_______________________ [School Year] Standard 2: Program Delivery Responsive Services Goal: Action Steps Who? Collaborate with? By When Progress
- 6. Counselor Name_______________________ School_______________________ [School Year] Standard 2: Program Delivery Student Supports Goal: Action Steps Who? Collaborate with? By When Progress
- 7. Counselor Name_______________________ School_______________________ [School Year] Standard 3: Data Driven Accountability and Program Evaluation Goal: Work Plan Item Who? Collaborate with? By When Progress
- 8. Counselor Name_______________________ School_______________________ [School Year] Standard 4: Leadership and Advocacy Goal: Action Steps Who? Collaborate with? By When Progress
- 9. Counselor Name_______________________ School_______________________ [School Year] Standard 5: Professional Growth and Responsibilities Goal: Action Steps Who? Collaborate with? By When Progress