This document summarizes a book review session for the book "Rethinking Teacher Supervision and Evaluation" by Kim Marshall. The session covered key topics from the book such as mini observations, interim assessments, rubric design, time management, and the role of the superintendent. Mini observations were discussed as an effective way to provide frequent feedback to teachers through unannounced, short classroom visits followed by face-to-face discussions. Interim assessments and rubrics were also examined as tools to monitor student learning and evaluate teacher performance. The book provides a framework to improve instructional leadership and help ensure students learn.
Module 1 principal leadership for school improvement ppt march 2015pippaprincipal
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
This document discusses factors that affect classroom management. It identifies several internal and external factors, including physical classroom facilities, student misbehavior, and a teacher's approach. Effective classroom management creates an environment conducive to learning by addressing these challenges. It requires skills like organizing classroom activities, modifying disruptive student behaviors, and building strong teacher-student relationships based on mutual respect.
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
The document discusses educational leadership and proposes a model for positive educational leadership. It defines educational leadership as strategically influencing and managing an educational organization to raise learning outcomes. The proposed model has several components: focusing on student outcomes, setting a vision and goals, effective communication, strategic resourcing, establishing a supportive environment, being knowledgeable about pedagogy, implementing systems of management and curriculum, problem-solving, and indirect influence on student achievement through these actions. The model aims to improve student outcomes through all these elements working together under the educational leader's guidance.
What Does A 21 St Century School AdministratorTMSIMPACT
An effective 21st century school administrator has the following qualities:
1. They have a vision for preparing students with 21st century skills and drive initiatives to help teachers achieve this goal.
2. They set high standards for instruction and assessment, create professional learning communities, and ensure curriculum alignment.
3. They focus on developing a positive school culture with teacher empowerment and effective communication.
4. They allocate resources to support district goals, communicate the mission/vision, and use data to improve conditions for staff.
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
Instructional Leaders Monitor Curriculum and Instruction - Special Topic Fiel...KJ Zamora
Instructional leaders closely monitor curriculum and instruction by reviewing student assessments and work to ensure standards are being taught. They support teachers through participation in staff development and prioritizing instructional concerns daily. Principals in effective schools are knowledgeable about curriculum and stay involved in instruction, working to provide resources and promote teacher reflection to improve student achievement.
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence of student learning to make informed judgements about how to improve instruction. There are three main types of assessment: formative assessment which is part of daily teaching to modify activities, summative assessment which evaluates student achievement at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. Assessment tests measure student knowledge, skills, and aptitude to check progress and help determine career options.
This document outlines the importance of collaborative relationships between schools, parents, teachers, and the local community. It discusses how strong alliances can foster positive academic and civic practices. Parents are the first teachers and responsible for developing students' values, while teachers enrich what is taught at home. Involving community members in school activities uplifts the community. Challenges like attendance, study habits, and behaviors require encouragement and consideration of past experiences. Recognizing exemplary student traits is also important. Special talents noticed in youth should be supported. Collaborative relationships between schools and communities can strengthen participation in civic activities and celebrations.
Instructional leadership focuses on improving teaching and learning, while administrative leadership deals more with managerial tasks. Principals wear many hats and must balance these roles. However, principals often spend little time on instructional leadership due to other duties and a lack of training in this area. Good instructional leadership involves setting goals, monitoring lessons, allocating resources to support instruction, and understanding the classroom perspective. It transforms a school by articulating a vision, being supportive and empowering, and promoting change to benefit students. The characteristics of good instructional leadership include knowledge of change management, confidence, communication skills, and enthusiasm for bringing stakeholders together to improve outcomes.
This document discusses different grading systems used in education. It describes norm-referenced and criterion-referenced grading systems. A norm-referenced system evaluates students relative to other students' performance, while a criterion-referenced system evaluates students based on an absolute standard or criteria. The document also provides examples of reporting grades using percentages, numbers, letters, and descriptions for tertiary education. It outlines the grading system used in Philippine public elementary and secondary schools according to DepEd Order 33, including features such as minimum performance standards, assessment categories, and promotion policies.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
Technology alone does not improve student achievement, but it can support instructional processes that do, such as engaging students in complex collaborative tasks and higher-order thinking. School leaders must clearly communicate how technology supports the vision of 21st century skills like problem solving, collaboration, and global awareness. Factors like professional development, infrastructure, and evaluating incremental improvements are necessary to ensure technology realizes its promise for positively impacting student achievement.
The document outlines a course on educational management and administration. It is divided into 4 units that cover the definition of management and its historical development, theories of educational management, and the functions of educational management such as planning, organizing, and controlling. Key figures and their contributions to areas like scientific management, human relations management, and motivation theories are also discussed.
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
Educational administration is important for effectively leading educational institutions. It involves understanding theoretical concepts and best practices. Educational administration has aspects in common with other fields of management but also unique characteristics that deserve distinctive treatment. The basic purpose of an educational administrator is to enhance teaching and learning by coordinating programs and resources to achieve shared institutional goals and visions.
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
Successful Remediation of the Unsatisfactory TeacherRichard Voltz
This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.
The document discusses effective tools for formative assessment that teachers can use to evaluate student learning and provide feedback. It provides examples of various assessment tools including observations, questioning, exit/admit slips, visual representations, graphic organizers, peer and self-assessments, kinesthetic assessments, and laundry day. The tools are meant to give teachers insights into students' understanding beyond typical tests and provide opportunities for students to reflect on their own learning.
The document outlines a teacher evaluation system used by The Lyceum LGCS. It describes how teachers will begin the academic year with 100 points and need 90 points to qualify for an annual increment. Teachers will be assessed in six domains throughout the year using rubrics. Monthly reports will track punctuality and time-based metrics. Points will be deducted for failures to meet standards or deadlines. The rubrics rate teachers as highly effective, effective, in need of improvement, or not meeting standards to provide ongoing feedback for improvement.
Professional Learning Teams Powerpoint 1aKim Wedman
The document discusses the evolution of professional learning teams (PLTs) at Lochearn school over three years from an "add-on" to a "way of being". It began with one hour per week focused on questions from Dufour but grew to include deeper conversations around best practices. Administration took on a coaching role to focus discussions on improving student learning. PLT meetings now align with school and grade goals and include discussion of student achievement data and differentiation strategies. Teachers comment that the collaborative time allows them to enhance their teaching practices.
The document discusses elements that make lessons effective. It recommends that lessons have clear learning objectives, be structured in episodes to engage different learning styles, and include formative assessment to check student understanding without extensive marking. Reflection is also presented as important for helping students internalize principles through writing about what they have learned.
This document summarizes a presentation about taking a program-level approach to assessment through the TESTA framework. It discusses some of the key issues with assessment such as having too many summative assessments and not enough formative. It then describes the TESTA audit process and some typical patterns they found. Some strategies for improving assessment are presented such as balancing summative and formative, linking the two, and using more authentic and collaborative formative tasks. The importance of feedback and making it more dialogic is also discussed. Overall it promotes assessing at the program level and involving the whole team in the change process.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
The document discusses mid-semester student feedback, called Skids and Skiffs, conducted at Winona State University. It provides details on how the feedback is collected through short individual meetings between a consultant and a class, focusing on what is working well, what is not, and recommendations for improvement. Results from student surveys found benefits to both providing and receiving feedback mid-semester, and that most instructors responded to the feedback and students would like to see it used in other classes.
Effective marking and feedback is crucial for student progress and understanding. Providing frequent, meaningful feedback through various assessment methods allows teachers to gain insight into students' learning. It also facilitates an ongoing dialogue between teachers and students so that students can understand what they have learned well and where they need more development. Schools can develop good assessment practices by collaborating within and across departments, sharing ideas, and incorporating student perspectives to improve marking policies and enhance teaching and learning.
Professional developmentDarius WashingtonGrand Canyon EADD.docxpauline234567
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
The document discusses research on how people learn and effective instructional practices. It emphasizes that instruction is key to improving student outcomes and teachers must have tools and support to continuously improve their practice. Specifically, it recommends using professional learning communities with a common instructional framework or protocol to provide a structure for teachers to collaborate, share knowledge, and focus on improving instructional practice. When implemented well, this approach of collaborative professional development can significantly impact student achievement.
The document discusses assessment approaches used in problem-based learning (PBL). It outlines the intended learning outcomes of PBL which include collaborating in small groups, critically analyzing issues from triggers, and presenting findings to other teams. It then provides a PBL trigger involving a lecturer who is unhappy with student essay performance and asking for feedback. The document discusses assessing the process versus the product, formative versus summative assessment, and the benefits of self-assessment and peer feedback. It emphasizes that assessment should promote deep learning and provide information to teachers to shape their teaching.
Teach meet 19th jan 2016 shape+structure, adaptability to differentiateshaikh1111
This document summarizes notes from an STCM Teach Meet on lesson planning. It discusses using a "recipe" approach to lesson planning that focuses on shape and structure, adaptability, and differentiation. Teachers then completed tasks to analyze their typical lesson structure, plan an ideal lesson using the recipe approach, and evaluate lessons after teaching them with a focus on shape/structure and adaptability. The goal is to develop high-quality lessons and share practices across departments.
Classroom Management assessment for learning activities and tools.pdfMr Bounab Samir
Assessment Stage ( AFL & AOL ) is of great importance for both teacher and learners . Assessment for learning (AfL) is very valuable when inserted in teaching and learning process
This set of different activities and tools for teachers to use in order to use while dealing with assessment for learning:
I hope you find it useful!....
Schoolwide Change Through Improved Teacher Instructioncatapultlearn
Schoolwide change comes about through improved teacher instruction, but the role of the principal as the instructional leader is also central to this premise. Vibrant learning communities are developed when these roles work together. This two-part webinar will explore the principal’s role in providing the environment where student achievement is enhanced, then investigate how the teacher’s role is strengthened in providing sound and effective instruction, regardless of the standards that drive a school in its pursuit of excellence.
In this webinar, you will learn:
The universal, constant concepts to deliver effective student learning
How education resides in the culture of change
The Four Essential Skills for an Effective Learning Leader
The importance of communicating clear learning targets to students
How formative assessments drive effective instruction
How to enhance engagement and promote deeper understanding of content through student-centered learning environments
This document provides an overview of instructional walkthroughs, including their purpose, definitions, characteristics, protocols, and applications for leadership. It describes instructional walkthroughs as focused, organized, and frequent classroom observations by administrators to look for specific instructional practices and gather data on teaching and learning. The document outlines tips for establishing an observation focus, such as student engagement, and protocols for conducting walkthroughs. It emphasizes the importance of reflection, anonymous and aggregate feedback, and using results to inform professional development rather than evaluation. Overall, the document presents instructional walkthroughs as a tool for school leaders to monitor instructional practices and stimulate collaborative conversations to improve teaching and learning.
The document discusses issues with current assessment practices in higher education and proposes ways to improve assessment to better support student learning. It finds that assessment is overly focused on summative, high-stakes exams that drive students to memorize rather than learn concepts. Formative assessment is lacking and feedback often comes too late and fails to help students improve. The document advocates shifting to more formative assessment with real-world tasks, collaborative work, and timely feedback to create a dialogue between students and teachers.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
Similar to Rethinking teacher supervision and evaluation (20)
This document discusses attitudes and how they impact our behaviors and reactions. It defines attitudes as positive or negative views of people, objects or events. Our attitudes are shaped 10% by what happens and 90% by how we choose to react. Much of an attitude, like an iceberg, is unseen below the surface consisting of beliefs, opinions and emotions. The document provides strategies for developing a positive attitude including keeping a gratitude journal, spending time with positive people, using positive language, and controlling negative reactions. Maintaining a positive attitude can help one have more positive days.
The document outlines key aspects of leadership, including defining a leader as someone who inspires others and moves them to action. It discusses important leadership qualities like honesty, confidence, communication skills, and vision. Five practices of exemplary leadership are described: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. The document also covers analyzing strengths, weaknesses, evaluations, actions, and timeframes through a SWEAT analysis method. Overall it provides an overview of essential leadership concepts and best practices.
The document is the annual report of TCP College for the academic year 2019-2020. It summarizes the admission details, with 167 students admitted to the B.Ed program and a total of 296 students for the year. It also notes that the college secured over 97% results in both the first and second year B.Ed university exams. The report then outlines the various academic, cultural, and sports events that were held throughout the year at the college.
1. Thiagarajar Model Higher Secondary School was founded in 1957 in Teppakulam, Madurai by Kalaithanthai Thiru Kumuthu Thiagarajar Chettair and is currently run by the Manickavasagam Charitable Foundation.
2. The school provides education from 6th to 12th standard with both Tamil and English medium instruction, and aims to provide practical training and promote ethical values through various programs.
3. The school has over 1700 students and 53 teaching staff, and offers various extracurricular clubs and activities focused on literature, science, social sciences, arts, and community service.
Microteaching is a teacher training technique where teachers practice specific teaching skills in a simulated classroom environment. It involves teaching a short lesson to a small group of students while being observed. The teacher then receives feedback and replans the lesson to improve their skill. It allows teachers to focus on one skill at a time through repeated practice and feedback until mastery is achieved. Some key skills practiced in microteaching include questioning, explaining, reinforcement, and introducing and concluding lessons. The process involves three phases - understanding the skill, practicing the skill through repeated microlessons and feedback, and integrating the skill into real classroom teaching. Microteaching aims to help teachers gain confidence and awareness of teaching skills.
63rd College Day Presentations Thiagarajar College of Preceptors,MaduraiPrakash Srinivasan
This document summarizes the activities of the Teacher's College, Pudukkottai (TCP) for the academic year 2018-2019. It notes that 135 students were admitted to the B.Ed program and a total of 326 students were enrolled for the year. The college achieved high pass percentages in the B.Ed exams. Various clubs and associations held events including plays, guest lectures, workshops and competitions throughout the year. Sports events and annual college festivities were also organized.
62nd College Day Presentations- Thiagarajar College of Preceptors, MaduraiPrakash Srinivasan
This annual report from a principal summarizes activities from the 2017-2019 school years. It includes information about student admissions, university results, guest lectures, cultural and academic association activities, workshops, celebrations, community service initiatives, and faculty development. The report covers a wide range of programs held at the school across different departments to promote education, personal growth, and community engagement.
Thiagarajar College of Preceptors in Madurai, India was established in 1956. Its vision is to generate preceptors with knowledge, values, and skills for nation building. The college strives to develop self-motivated, competent, committed, responsible, stable, inspired, and ethical preceptors through skills-based, high-quality education. It offers a B.Ed program through various teaching methods and facilities like laboratories, libraries, and internship programs to train future teachers. The college aims to be the top teacher education institution in the country.
The document outlines the curriculum and regulations for the Bachelor of Education (B.Ed.) two-year program in Tamil Nadu, India. It details the program structure, eligibility requirements, coursework, examinations and assessments. The B.Ed. program aims to prepare teachers for upper primary and secondary levels and integrates the study of subject knowledge, pedagogy and communication skills. The curriculum spans two academic years and includes theory courses, engagement with the field, and a school internship.
This document discusses reading and reflecting on texts. It provides guidance on how to effectively read texts, reflect on what was read, and write reviews and reports. Some key points include:
- Reading is a complex cognitive process of decoding symbols to derive meaning, and is important for language acquisition, communication, and sharing information.
- Reflecting on texts allows students to internalize and summarize information in their own words, and add their own thoughts and analysis.
- Writing reports and reviews involves collecting basic information about the text, providing a summary, stating one's views, and discussing educational implications and outcomes.
- Suggested activities include individual and group reading, discussion, narrating related experiences, and
This document discusses health education and nutrition over several pages. It defines health education as educating people about health in various areas like physical, emotional, and spiritual health. It also discusses the role of health educators and organizations like the World Health Organization and National Commission for Health Education Credentialing that are involved in health education. Several pages cover topics like supporting healthy eating, nutrition goals and recommendations, and the importance of nutrition for both short-term and long-term health.
The National Testing Service (NTS) was initiated as a recommendation of India's National Policy. It aims to design testing norms and models to assess language proficiency at various levels. To achieve this, NTS is creating three task groups for research, survey work, and consultancy/training. NTS will conduct voluntary tests for students in Class 12 and undergraduates studying language subjects initially. It will establish 30 centers across India, with a focus on 10 centers each for Tamil, Hindi, and Urdu. The tests will not require degrees but will be a sequence of characteristic assessments not focused on a single exam. NTS will offer its testing services to other agencies in the future.
E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
This document compares e-books to printed textbooks and discusses digital libraries. It notes that e-books can be read on devices like computers, phones, and e-readers. While e-books are convenient and can be read in sunlight, they are more fragile than printed books and rely on technology that could malfunction or be damaged. Digital libraries store information electronically, allowing remote access and solving space issues, but they are expensive and rely on changing technology. Overall, the document weighs the pros and cons of e-books and digital libraries compared to traditional printed materials.
This document discusses computer assisted instruction (CAI) and its uses in education. CAI refers to using computers to deliver instruction, through lessons presented on screen that students interact with by answering questions. It allows content to be presented through text, graphics, video and audio in a hypermedia format. Teachers can also create their own instructional software for activities like drills, spelling practice tailored to individual students, and simulations. While CAI allows rich, engaging content delivery at an individualized pace, it is controlled by machines and may not develop students' interpersonal or practical skills as fully as in-person instruction.
This document outlines the objectives and content of the Core Course I on Education in the Emerging Indian Society. The course aims to help student-teachers understand key concepts related to philosophy, education, sociology and the Indian education system. It covers 10 main objectives related to understanding the relationship between philosophy and education, different schools of philosophy and their implications for education, sociological factors influencing education, and challenges facing Indian society and education. The course content is divided into 10 units that will address these objectives, exploring topics like Indian and Western philosophy and education thinkers, the links between sociology and education, and issues in the Indian education system regarding access, equity and quality.
Arrest any bleeding and induce artificial respiration if breathing is difficult. Loosen tight clothing and make the victim comfortable in an airy place. If poison was consumed, administer salt water to induce vomiting and empty the stomach. Cool burned skin by gently pouring cold water or applying a cold, wet cloth and remove constricting jewelry to prevent swelling. Elevate the burned area, apply antiseptic-soaked cotton and bandage without much movement.
The document discusses AIDS/HIV and its impact on global health. It defines AIDS as being caused by HIV, which damages the immune system. Over 130 million adults and 10 million children worldwide had been afflicted with AIDS as of 1993. No treatment has been discovered yet, but preventive measures like safe sex practices and blood screening can help limit transmission. The virus spreads primarily through unprotected sex and contact with infected blood or bodily fluids. Research is ongoing to develop effective treatments and vaccines against HIV/AIDS.
The document discusses India's efforts to provide universal primary education and the right to education. It outlines how the Indian constitution originally aimed to provide free and compulsory education for children aged 6 to 14 within 10 years. Several amendments strengthened these rights, including the 86th amendment which added Article 21A guaranteeing the right to education. The Right to Education Act of 2009 enshrined this right in law, mandating free and compulsory education for all children aged 6 to 14. The document also examines barriers to achieving universal education and efforts taken, including expanding schooling, enrollment initiatives, and schemes like Sarva Shiksha Abhiyan.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
3. Bibliographic Information
Title :Rethinking Teacher Supervision and
Evaluation
Author : Kim Marshall
Publication : Jossey- Boss
Year : 2013
Edition : Second
Pages : 232
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4. About the
Author
Kim Marshall
was a teacher,
central office
administrator
and Principal in
Boston Public
schools
20.10.2016 4Book Review Session
5. Kim Marshall
Coaches new
principals
Conducts workshops
on instructional
leaderships
Publishes a weekly
news letter Marshall
Memo which
summarizes the ideas
and research from
fifty publications
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6. About the Publishers
Jossey-Bass publishes products and services to inform and inspire
those interested in developing themselves, their organizations and
institutions, and their communities. These offerings include print
and digital books, subscription content, e-Learning test prep,
webinars, and online courseware, workflow applications, websites,
and online assessment tools in all formats.
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7. Reason for choosing this book
As I am interested in the field of Educational
Supervision and Educational Evaluation, I chose this
book.
My short experience of worked in Research and
Development division of an Educational institution
induced me to select this book.
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8. Organization of the book
The book has ten chapters
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10. School leaders are spending huge amounts of time on
a process that rarely improves classroom teaching.
Research has shown that quality of the instruction is
the single most factor in student achievement.
Every principal’s most important job is getting good
teaching in every classroom.
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12. A research question
As a teacher , which two most improved your teaching and
your student’s learning?
1. Ideas from books and articles
2. PD workshops in school
3. Workshops and courses outside school
4. Supervision suggestions from administrators
5. End of year evaluations by administrators
6. Suggestions from colleagues
7. Team planning of units
8. Team looking at data
9. Student feedback
10. Natural Talent.
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13. Student feedback and natural talent got the maximum
votes
Supervision suggestions from administrators did only
better.
End of year evaluation by administrators did not get a
single vote
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14. Less effective practices of teachers
Lecturing to half tuned students.
COPWAKTA syndrome
– Calling On Pupil Who Already Knows The Answer
Pile of uncorrected student papers on the teacher’s
desk.
Working in Isolation. Cut off from helpful colleagues,
up-to date methods and technology.
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15. How schools can counteract?
Hiring teachers who are intrinsically motivated, hard
working, talented team players
Pay teachers well and give them the respect and
professional development they deserve.
Principals to create a working conditions conducive to
good teaching . Positive school culture, a clear vision
and mission, curriculum clarity, high quality
assessments, good classroom materials and
technology, time for teacher team work, a sane
schedule and smooth operations.
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17. A logical model of how supervision and
evaluation should work
Principals and teachers have a shared understanding
of good teaching
Principals are in classrooms a lot and see every day
teaching in action.
Principals are knowledgeable and perceptive
observers.
Teachers get frequent feedback and coaching.
Principals address mediocre and ineffective teaching.
Student learning is the central to the process.
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19. Most principals are addicted to HSPS- Hyperactive
Superficial Principal Syndrome
Trapped in the office dealing crisis one after another
Each day chopped up by interruptions
If escapes from the office wanders in the premises
without any systematic agenda.
Evaluation visits only if absolutely required
Teachers rarely get feedback and a very few authentic
conversation between the teachers and the Principal.
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20. Mini Observation
1. Unannounced
2. Frequent- 10 observations a year for a teacher.
- How is the teacher handling the beginning, middle
and end of a lessons?
- How is the teacher handling the different classes and
/or subjects he or she teaches?
- Are there marked differences in the quality of
instruction in the morning, midday and afternoon?
- Is the quality of teaching sustained in different parts of
the week?
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21. 3. Short ( 10 minutes stay )
4. Face to face feedback
- Possible to communicate lot of things in few minutes
- Can get answers to questions.
- Teacher can correct an possible misunderstanding of
something during observation.
- Principal can sense whether teacher is ready to receive
the critical feedback.
- Can also help in general assessment of how the year is
going and the plans for the future.
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22. - Best location for mini – feedback: Principal’s office or
Teacher’s classroom when student’s are not around.
5.Perspective- includes free range observations and detailed
checklists. HOTELS
- Hospitality. Warm and welcoming classroom
environment.
- Objectives.
- Teaching. Learning experiences skillfully orchestrated.
- Engagement
- Learning. Evidence of what being taught is learned.
- Safety. Students can focus in learning
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23. 6. Humble
Humility is the natural posture after mini- observations.
A good way to start a follow up conversation would be
“I was in your class for ten minutes and here’s what
struck me”
“I am curious about what happened after I left”
“ Can you fill me in on that? I am not too familiar within
the content”
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24. 7.Courageous
8.Systematic
9.Documented
- Most teachers prefer no writing in the class for
observation
- Next preference is use of note pad
- Mini observation- 10 minutes.
- Follow up talk- 5 minutes
- Writing the follow up note – 15 minutes.
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25. 10. Linked to teacher team work and school wide
improvement
11. Linked to end of the year teacher evaluation.
12. Explained the basic rationale behind mini
observation.
Let us watch a video on classroom observation
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26. Learning Walk and Walk Through
Carolyn Downey, in her book , The three minute
Classroom walk through has used the term walk
through.
Walk through means a small team of administrators,
teachers or some outside observers periodically doing
a complete tour of the school focusing on particular
aspects of classroom instruction. ( For example,
student work on the walls).
Learning walk is usually spending two or three hours
scrutinizing a school, sharing their impressions and
give a general report, either verbally or in writing.
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27. Mini- Observation
Although learning walks can be helpful and
informative, mini- observations are potentially the
most powerful strategy for improving teaching and
learning.
They involve significantly more visits to all classrooms,
individual feedback to each teacher, and
individualized ,ongoing communication about
teaching and learning based on the observations.
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36. On the spot assessments
Individual accountability- students know that they may be
called at any time.
Live data- Immediate insight into student’s misconceptions
Future benefits- to the lesson to follow
The retrieval effect- researches say quick assessment of learning
make students retrieve and review what they have learned, forges
better brain connection and improves long term memory.
The growth mind set- sends an implicit message to students that
they can get smarter by working at understanding day by day.
Some internal assessments can kindle the rational thinking of
the students.
Let us watch a video
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38. 1.Deciding on the domains on the
competencies of Teaching
Planning and preparation for learning
Classroom Management
Delivery of instruction
Monitoring, assessment and follow up
Family and community outreach
Professional responsibilities.
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39. 2. Deciding on a rating scale
4. Highly effective
3. Effective
2. Improvement necessary
1. Does not meet standards
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40. 3. Sorting the criteria
A. Planning and preparation for learning
Knows the major subject matter well and has a good
grasp of child development.
Plans the year so students will meet the high standards
Plans more units with big ideas and covering most of
Bloom’s levels.
Plans on the spot assessments.
Anticipates students misconception and addresses it.
Designs lessons focused on measurable outcomes
Designs lessons that target several learning needs, styles,
and interests.
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41. 3. Sorting the criteria….
B. Classroom Management
Clearly communicates and consistently enforces high
standards for student behaviour.
Is fair and respectful to students and builds positive
relationships.
Fosters positive interaction with the students
Develops students self –discipline and teaches them to take
the responsibility for their own actions.
Maximizes academic learning time
Uses incentives wisely to encourage and reinforce student
cooperation.
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42. 3. Sorting the criteria….
C. Delivery of instructions
Conveys the student that you can do it.
Activates students previous knowledge and hooks
their interest in each lesson and unit.
Uses clear explanations, appropriate knowledge, and
examples to present materials.
Has students actively think about, discuss and use the
ideas and skills being taught.
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43. 3. Sorting the criteria….
D. Monitoring assessment and follow up
Puts clear criteria for proficiency, including rubrics for
student work.
Frequently checks the students understanding.
Has students set goals , self assess , and know where
they stand academically at all times.
Uses data from interim assessment in adjust teaching,
re teach, and follow up with failing students.
Analyses data from assessments, draws conclusions
and shares them appropriately.
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44. 3. Sorting the criteria….
E. Family and Community outreach
Communicates respectfully with parents.
Gives parents clear expectations for student learning
and behaviour for the year.
Responds promptly to parents concerns
Makes parents feel welcome in the classrooms
Uses report cards to give parents feedback on their
children’s progress.
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45. 3. Sorting the criteria
F. Professional responsibilities
Has good attendance
Uses correct grammar and spelling in professional contexts
Is punctual and reliable in paper work, duties and
assignments.
Demonstrates professional demeanor and maintains
appropriate boundaries.
Is ethical and forthright, uses good judgment and
maintains confidentiality
Shares responsibility with others.
Is positive team player and contributes ideas.
Listens thoughtfully to other’s points
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46. Creating the rubrics
Can be downloaded from
www. Marshallmemo.com. Click on “Kim
Publications” and scroll down.
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51. Make sure staff know exactly what is expected in terms of classroom
instruction and discipline
Use a good personal planning system for a year. month. week and day.
Set up a schedule of meetings for key teams and make sure they
happen.
Use a good system for writing things down, prioritizing and following
up.
Put competent people in key roles and delegate maximum
responsibility to them.
Frequently visit classrooms and team meetings and give teacher’s
feedback.
Take care of yourself, including family, health, exercise, sleep and
vacations.
Regularly evaluate progress and work on continuous improvement.
Let us watch a video on Time Management
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52. C9 The Role of the Superintendent
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53. Principal Evaluation Rubrics
Diagnosis and planning
Priority Management and Communication
Curriculum and Data
Supervision, Evaluation and Professional
development.
Discipline and Family involvement.
Management and external relations
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55. The core mission of formal education is not simply t o
ensure that students are taught but to ensure that they
learn.
- Richard Dufour.
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57. Kim Marshall brings the wisdom of a seasoned
principal and insights of a scholar/ researcher to this
analysis of instructional leadership. His work is
practical, smart and , most of all , clear and accessible.
This book is a combination of real world experience
and visionary thinking creates a road map that has the
potential to alter the national landscape on teacher
supervision.
As the core team of LVS, let us work smart, build
collaboration and close the achievement gap.
20.10.2016 57Book Review Session