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2 | Work in Early Years through our FREE Pan London Early Years Sector Skills training programme!
Written on 21st, September 2021
Are you are aged between 16-69? Living in London? Currently unemployed?
If yes, our Early Years training programme is the perfect way to kickstart a new career in the Early Years sector! Starting a career in Early Years opens many career opportunities, from apprenticeship opportunities to being your own boss! Working in a childcare role will give you the chance to support children as they learn, develop, and prepare for school.
What are the early years?
Children aged 0-5 are known as the early year’s group. This stage of a child life is crucial. They need to be ready for school and have developed the necessary skills to process forward. Individuals who work in Early Years play an important role in helping children from birth to school age reach their full potential.
There are a variety of roles within Early Years and whichever one you chose, you will have a rewarding career, where you can work with children of all backgrounds. You will play a key part in helping them develop skills that they’ll use throughout their life. It’s a career that brings fun, enjoyment and job satisfaction. You will see first-hand the impact your support has on a child, giving you the satisfaction that you’re giving them the best possible start in life.
Benefits of the programme:
- Our programme* can be tailored to meet your needs.
- You will gain a recognised sector-based qualification up to level 3.
- You will receive Employability training, helping you to become more employable.
- Throughout the programme, you will receive employment support and a guaranteed interview.
- You will receive full mentoring support to identify and address any barriers.
- The programme accommodates all academic levels including additional support to those with ESOL (English for Speakers of Other Languages), numeracy, and literacy difficulties.
- FREE PACEY registration to those embarking on the childminder/Nanning route.
Interesting in our PLEYSS training programme?
Contact Fatai Oseni to see if you qualify!
Telephone: 01252 712945 ext. 502
Like and follow us – Facebook
*Eligibility criteria applies | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Wittenborg's "Personalised Service" to Students Gives them Edge over Competition
How does a small, private institution like WUAS keep on distinguishing itself in a market teeming with big, public universities and an avalanche of online study programmes?
This was one of the questions posed to Wittenborg CEO, Maggie Feng, guest on BNR Radio's Talkshow Groeihelden. Every week the show features different business owners who talk about how they attain growth in their sector. This week it was the turn of education. Feng's fellow guest was Tom Bos from NCOI's Online Academy, which offers local companies short, segmented training for their employees.
According to Feng, Wittenborg grew by 20% in 2018, attracting students from about 90 different nationalities. Yet, it harbours no ambitions to grow as large as the public universities, preferring instead to maintain an air of exclusivity, guaranteeing personal attention to students by capping class sizes at around 25.
"Growth cannot be infinite," Feng told show presenter, Meindert Schut. "We like the concept of a boutique university with around 2,000 – 3,000 students without compromising the quality of education at Wittenborg." This also gives the institution more agility when partnering with other institutions like the University of Brighton in the UK, which gives students the opportunity to obtain a double degree while studying also in other European cities.
"We have strict admission requirements, so 10–15% growth is already quite an achievement. We sell an experience to students – we want them to feel, see, taste what it really means to study abroad, yet feel at home."
Feng believes it is exactly in offering a very personal service to students that makes Wittenborg so attractive and gives them an edge over the competition. This service includes, for instance, guaranteeing students at least 5 months of accommodation while it is on public record that many other Dutch institutions struggle with this issue. But it also includes small, personal touches like a taxi service when students arrive at Schiphol airport, instead of leaving them to fend for themselves in a strange public transport system upon arrival.
Feng also spoke openly about the insecurities facing international institutions like Wittenborg in the face of Brexit, given its links with Brighton. "We shall have to wait and see how that plays out. To what extent, for instance, lecturers from Europe will be able to travel to Britain and vice versa, or what will be the rules for international students in terms of visas.''
Feng, a big believer in lifelong learning, also revealed she would love to do a PhD in education at some point which looks at inclusivity and diversity within the sector.
by Anesca Smith | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The Polani Award 2022
The Polani Award 2022 application process is now open
‘The Telerehab Toolkit’
Researchers from the Faculty of Health at the University of Plymouth together with collaborators from NHS Trusts in Devon and Cornwall have been working on developing an online toolkit of resources – ‘The Telerehab Toolkit’.
The toolkit is designed to support health and social care practitioners in the remote assessment and management of people with movement impairment and physical disability, including people recovering from COVID-19. This project has been funded by the UKRI Medical Research Council.
Delivery of specialist 1:1 and group interventions for children and young people in education settings
YOUR OPINION MATTERS!
The consultation on the new NICE draft guideline: Disabled children and young people up to 25 with severe complex needs: integrated service delivery and organisation across health, social care and education took place in August and September 2021.
Nasopharyngeal and Oropharyngeal Suction update
Published in the APCP Newsletter 13/9/21
Calling all practice educators and those thinking about supporting students!
APCP Network to Support Therapists Working with Long Covid
The APCP is keen to support its members in managing this challenging and evolving condition and is working with the CSP and RCOT to understand the needs of therapists treating children and young people with long covid and related problems
Advanced Clinical Practitioner (ACP) paediatric curriculum and assessment framework
The Royal College of Paediatrics and Child Health (RCPCH) would like to invite you to take part in a consultation on the first draft of Health Education England’s (HEE) Advanced Clinical Practitioner (ACP) Paediatric curriculum.
NEW NICE GUIDANCE PUBLISHED - Babies, children and young people's experience of healthcare (NG204)
New guideline from NICE recommends ensuring children and young people are fully informed about their health so that they are empowered to take an active role in their healthcare
Survey: Ongoing impact of COVID-19 on neurology services
The CSP has been asked by the MS Society to disseminate the following survey to any networks and non-registered professionals | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Do you take initiative? Or do you like the waiting game?
You might want to rethink that and start making moves now. 27 year-old Mona Hernandez Starbucks and Food Service Manager shares how she gets what she wants in the workplace.
“I ask, I’m one of those people that likes to learn new stuff” said Mona. She started in Food Ave as a team member in Target.
After 4 months, she asked her team leader Maxine if she could move somewhere else because that was too easy for her, if she stayed there she was going to quit.
Being good at multitasking, and fast learner, her team leader asked her if she wanted to try clerical?
After that she took initiative, and ask her HR (Human Resources), what did she needed to do? Because she wanted to do more.
She took the offer and started working with the team more. And little did she know that this was going to inspire her to become a team leader.
“When I used to do clerical, I did it because I like helping people, I would do it genuinely, because I liked to help the team, not because more pay, for me it was motivation, I wanted to do it. I wanted to learn more.”
“From Starbucks I learned everything I could, for me it was more of self-motivation, I did it because I wanted to” said Mona.
By doing Clerical she felt like she was already working with the team. But there’s certain amount things to do when you’re HR.
As a team member, you’re limited, and can’t do certain things like Mona wanted to do. She wanted to be able to help more her team.
“I wanted to be able to say I can help you because I am your team leader” she said. People that asked for her help, she wanted to tell them that if she was their leader, she would go out of her way to help them because it’s simple.
“If what you’re asking me it’s possible, I know how to work schedules, I know how to work around it, I know how do it.” Said Mona. People would ask for certain days for school and their team leads would say no.
“I would be like that’s not fair, I do the schedule, and I can see that you can so why wouldn’t you do it if you’re the boss.” That’s what Mona thought for these type of situations, she went through as an HR.
She saw Starbucks, and Food Ave team struggle for a while. Every two to three months there was a different team leader.
Since she started as a team member in Food Ave, she felt that she could help.
“when I wanted to become a team leader, everyone was okay with it. It wasn’t like, oh I can’t see her doing this, either way I was going to do it.” She said.
When she did her interview to apply as a team leader. There’s a paper that tells you a description of what a team leader should be like, and she said she almost had everything.
“The only thing that I felt like I needed practice, was how to talk to people in certain way. I speak casually but as a leader I have to think before I speak, talking professionally without sounding rude.” She said.
As a leader, Mona had the right thoughts. She also said, “My team motivates me to do better. Everyone I work with motivates me to do better. Every time something happens, I ask myself what could I have done better? To be successful? Or how could I have helped this person?”
Being a woman and a boss people would be surprised she is the manager. “I’m easy to talk to. I know what I’m doing it’s not a big deal. I don’t know what would people expect, maybe someone that feels above than others which is not okay because everyone is here to do their job, same way I am. Same way you are.” She said.
From her experiences, and her “go getter” attitude, her empowering words to anybody that wants to move up, in the workplace was this;
“Not to give up, there’s a lot of people, and that I’ve seen that they’re told; oh, you wouldn’t be accountable to be a team leader, why?
Just because one person says you can’t do it, doesn’t mean you can’t. You do in a different way, you have different specifics talents and things that you can improve.
You can learn those things, is practice and hard work. You can always move up. It doesn’t matter what it is, you can do it.
Lack of motivation it’s what stops you. It’s not your education, or that you don’t have certain skills, it’s yourself motivation.” | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Annual HOSA challenge pits students in friendly competition to register new donors
Ann Arbor, MI – There are nearly 400 new organ and tissue donors registered in Michigan, thanks to the efforts of students across the state.
The students, from the Health Occupation Students of America – known as HOSA-Future Health Professionals – have just completed their third statewide competition with other Michigan HOSA chapters to register new organ and tissue donors and inspire support for organ and tissue donation.
The Gift of Life HOSA Challenge took place from Nov. 3 through Nov. 20, with 20 different schools taking part. The competition was changed this year due to the Covid-19 pandemic, and featured virtual events, activities and discussions. Despite the lack of prominent, public tables where students could register their peers HOSA students combined to add 374 new donors to the Michigan Organ Donor Registry.
“Hosting a virtual challenge presented some unique obstacles, but these young people really stepped up to the challenge,” said Alison Gillum, Community Relations Coordinator at Gift of Life Michigan. “They did an amazing job.”
Schools are awarded points for each new registration, as well as activities they coordinate to educate their peers about organ and tissue donation. There were more than 1,200 activities combined at the 20 schools. Sanilac HOSA registered the most new donors, with 133. The Grand Blanc HOSA chapter earned the most activity points, with 2,973.
Tristan Johnson, a high school student from Kalamazoo who received a kidney transplant last year, said he thought it was important to educate his peers about the need for additional organ and tissue donors.
“A lot of people don’t know about organ donation unless it affects them directly,” he said. “The more people are aware of it, the more people will want to register – or be aware of the signs before they get too bad.”
The Kalamazoo HOSA chapter rallied for him; they finished third in activity points with 2,054. They also registered 17 new donors and made comfort blankets for donor families.
There are more than 110,000 people waiting for a new organ in the U.S., including 2,562 in Michigan. A single donor can save up to eight lives and help as many as 75 more through donated tissue.
“This has been an important partnership for us,” said Dorrie Dils, CEO of Gift of Life Michigan. “I am impressed with the energy, enthusiasm and creativity these students show in educating the community and advocating for organ and tissue donation. Each new registration brings new hope to the many people waiting for a life-saving transplant.”
HOSA students have registered more than 2,500 donors in the last three years. To see a complete list of participating schools, visit www.golm.org/hosa. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Edge School’s innovative learning environment fosters academic and athletic excellence for our student‐athletes.
Edge is very proud of its academic accomplishments and the quality of its 21st Century curriculum. A rigorous university preparatory program necessitates that a great deal of academic support is offered at every level to our students. With easy access to teachers, counselors and advisors, and a strong network of programs designed to help students throughout their time at Edge, students are able to easily find guidance, encouragement, and assistance.
Edge School’s Academic Programs:
- Teach the critical thinking skills and learning strategies students need to become independent life-long learners
- Foster leadership skills through the character-building principles inherent in sport and education
- Provide opportunities to apply learned skills in both classroom and community settings
- Help our young men and women develop positive self-esteem, core values, and interpersonal skills
Learn more about our Junior Program (Grades 4-9) and Senior Program (Grades 10-12). | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Our mission is to produce the next generation of lifelong travelers by exposing middle school girls to international travel, financial literacy, leadership development, cultural competency and character building. We seek to increase low income student participation in international travel and education experiences by eliminating the financial burden of travel and instilling confidence within each of our scholars. We envision a world where all girls regardless of background or circumstance feel empowered and have the opportunity to explore, unite and learn from others around the globe. This year we are piloting our program with E.L. Haynes Middle School in Washington D.C. to provide 11 of their students the opportunity to travel to La Fortuna Costa Rica this June. Through our weekly after school programming we teach our iFLY Scholars HOW to travel. Our girls won't just take a trip, they learn how to convert money, develop a savings plan and communicate across different cultures.
Financiado pelo capítulo Awesome Without Borders (May 2018) | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Dame Allan’s offers all its girls a genuinely caring environment where they will develop into the best that they can be.
In Dame Allan’s Girls’ School we fully understand girls and the pressures they face growing up in an exciting but complex global society. We pride ourselves on offering a fully supported journey through Senior School and take great delight in watching our girls grow into well rounded individuals who are genuinely caring of each other and the wider community.
Our academic standards speak for themselves with outstanding results year on year. These standards are achieved by dedicated and caring staff who support, nurture and celebrate the achievements of all pupils in teaching groups that are large enough for challenge and rigour and small enough to support each individual.
Such success can only be fully achieved by girls that are happy, confident and well supported and this is achieved by our first rate pastoral system. Here we provide a framework where pastoral teams in the lower and middle school can make time for and get to know each individual. From this position of knowledge and in partnership with parents, we can then help our girls to develop into resilient young people who are confident in their own achievements as well as understanding of the needs of others.
Throughout their time with us our girls have numerous opportunities to challenge themselves both within and outside of the classroom through a wide-ranging curriculum and a diverse offering of extra-curricular and house based activities and it is through such activities that the girls grow and learn to take care of themselves and each other.
Dame Allan’s Girls’ School is a family where girls can grow, flourish and succeed and in so doing make friendships that can last a lifetime.
Mrs E Fiddaman, Head of Girls’ School | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Sixty-three percent of Class of 2013 graduates enrolled in a postsecondary institution the year after high school, and 74% of Class of 2012 graduates persisted in college for a second year. The supplemental report provides technical documentation.
These maps provide an overview of existing elementary dual language programs in the district for the 2013–2014 school year and the distribution of Spanish-speaking English language learners.
This report describes characteristics of students from the Class of 2014 who graduated on time, dropped out, or continued in high school. We present demographic information and data for dropout risk factors identified in previous research.
This summary presents direct-to-college enrollment rates for AISD’s Classes of 2011 to 2014.
This report summarizes the results of the 2013-2014 teacher appraisal and related survey items with emphasis on areas of need for additional professional development.
The CTE program was more cost-effective in 2013–2014 than it was in 2012–2013, despite a lower college readiness rate and an increase in the per student cost from the previous year. This was CTE’s third year of improvement in cost-effectiveness.
These maps represent a selection of the 2013–2014 AISD Fine Arts Inventory survey results. The purpose of the maps is to illustrate the scope of fine arts representation in Austin Independent School District (AISD) schools.
In the 2013–2014 school year, the High-Dosage Tutoring (HDT) Program served approximately 1,698 students at nine AISD schools. This report summarizes the third year of implementation and outcomes.
In 2013–2014, APIE served approximately 2,600 students in AISD schools. This report summarizes APIE's reading, math, and college readiness program outcomes.
The Free Application for Federal Student Aid (FAFSA) is a financial aid application to help students and their families with the costs of college. This report summarizes FAFSA outcomes for seniors in 2013. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | SAN FRANCISCO, October 25, 2016 – For students with special needs and their families, planning for the future can be an uncertain endeavor. Families rely on schools to help prepare their children with the skills and resources needed to succeed in a career or at college. To help special education leaders best prepare those students for the future, PresenceLearning, the leading provider of teletherapy/telehealth services in education, is hosting the third and final webinar in PresenceLearning’s Fall 2016 “Results Matter” series. This 90-minute webinar, “How to Improve Transition Results for High School Students with Disabilities,” will be led by transition expert Dr. Mary Morningstar on Tuesday, December 6, 2016 at 1 PM Eastern/10 AM Pacific.
To register for the webinar, visit https://presencelearning.com/sped-ahead-webinar/what-does-it-take-to-be-college-and-career-ready-improving-results-for-youth-with-disabilities/
For the general education population, college and career readiness is a common measure of success for students, teachers, schools and districts as a whole. As special educators and special education leaders are experiencing heightened accountability for student outcomes, college and career readiness for students with special needs has become a barometer of success as well. However, given these students’ needs for extra support and services, the transition after graduation may require a different approach than that for the general education population. During this webinar, Dr. Morningstar will:
- Summarize the challenges students with special needs and their families may face during the transition from high school to college or career
- Outline six academic and non-academic domains special educators can use to address transition challenges
- Identify several implications special education leaders can use to determine if their transition program is successful
About the “Results Matter – Closing the Achievement Gap” Webinar Series
After decades of legislation, litigation, research, professional development, and an alphabet soup full of acronyms, the achievement gap remains stubbornly wide. What are the practical realities and what work still needs to be done to make the dream of full achievement for all students come true? PresenceLearning’s latest SPED Ahead webinar series explores this topic and provides a comprehensive look at where our education system is in reaching full achievement for all students and where we are headed. Led by subject matter experts, the series unpacks topics such as RDA and ESSA, factors that contribute to programs like MTSS and RTI not living up to their promises, socio-economic factors that impair achievement, how a growth mindset is the key to success, and much more. All webinars are 90 minutes and are offered free of charge. Every attendee receives a certificate of attendance. Qualified attendees who meet eligibility requirements may earn ASHA CEUs or NASP CPDs.
About Dr. Mary Morningstar
Mary E. Morningstar, Ph.D. is associate professor in the Department of Special Education at the University of Kansas and Director of the Transition Coalition. Dr. Morningstar has been involved in training, professional development and research regarding transition from school to adult life for over 25 years. She is an expert on evaluating secondary teacher quality and professional development, culturally diverse family involvement in transition planning, and interagency collaboration. Dr. Morningstar coordinates an online master’s program, focusing on preparing secondary educators across the country to provide transition education and services to youth with disabilities.
PresenceLearning (www.presencelearning.com) is the leader in the delivery of clinical services via telehealth. PresenceLearning has provided over one million sessions of live, online speech-language therapy, occupational therapy, behavioral interventions and mental health services, diagnostic services and assessments, and early childhood services for children with special needs. Over 30,000 leaders in special education have participated in PresenceLearning’s SPED Ahead webinars over the past 4 years. PresenceLearning is approved by the American Speech-Language Hearing Association (ASHA) as a provider of continuing education units and by the National Association of School Psychologists (NASP) as a provider of professional development credits. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Nursery learning journeys
Every child’s progress is closely monitored at Richard Alibon in order that we can provide the best possible levels of support. When children start nursery, staff informally monitor their development and keep detailed records. This information is shared with families during the year and is transferred to the reception class at the end of the school year.
Foundation stage profile
At the start of Reception children are assessed using an accredited baseline assessment, Early Excellence. This forms part of the teachers’ everyday practice where they build their knowledge of each child through observations, interactions and every day activities. They use this professional knowledge to make a series of judgements about each child based on a clear set of assessment criteria.
Children continue to be assessed throughout the reception year where staff add information to an assessment profile for each individual. Insights from these profiles are shared at parent consultation meetings and the completed profile is bound and available to be taken home at the end of the year. We encourage you as parents and carers to tell us about your child’s achievements at home so we can add these to your child’s profile.
Year 1 phonic check
All children in Year 1 participate in a national phonics check. This assessment is administered by their class teacher. Results are included within the Year 1 end of year report and will tell you whether or not your child has reached the expected national standard in their phonic knowledge.
Children in Year 2 and Year 6 are assessed during May. Individual pupil results from these assessments are reported annually to parents in their children’s reports. Each pupil receives an overall result indicating whether or not he or she has achieved the required standard on the test. Anonymised cohort results are reported to the wider community on this website and on the Department for Education website.
Marking and verbal feedback
We aim to provide regular feedback to children through marking so that they have specific advice about improvements to their work. Children are given time to read and review their work following marking. They are encouraged to respond to marking to show they have understood advice given and to add a comment if possible.
Often feedback will be given verbally, directly to the child during the course of their learning. This is the most effective form of feedback. Verbal feedback enables the child to ask clarifying questions, supply further information for the teacher to work with and respond immediately to direction and the advice given.
Recording and termly reporting
Teachers record children’s attainment using a system called Target Tracker. Using this system, attainment within each year group, in reading, writing and mathematics, is described within a band: Year 1 – Band 1; Year 2 – Band 2; etc.
Each Band is made up of a number of statements describing specific measures of attainment. When marking, teachers look for evidence that statements have been met recording each time a child achieves, or partially achieves a measure of attainment.
At the end of each half-term, attainment is summarised and each child is judged to be ‘beginning’, ‘working toward’ or ‘secure’ within the appropriate band for each subject.
Parents are informed of their child’s current attainment and progress at each parent-teacher meeting where we will also provide you with a written termly report which will be clear if your child is working at, above or below the standard expected of his or her age. This termly report will also set your child targets – the most important things they can do to make a real improvement in their learning.
Between reports and parents evening we are always happy to meet with you if you want to know more about how your child is doing at school or want to know more about how to help them at home. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The Scout Promise is:
On My Honour, I promise that I will do my best
To do my duty to God and to the Queen,
To help other people
And to keep the Scout Law
The Scout Law is:
A Scout is to be trusted.
A Scout is loyal.
A Scout is friendly and considerate.
A Scout belongs to the worldwide family of Scouts.
A Scout has courage in all difficulties.
A Scout makes good use of time and is careful of possessions and property.
A Scout has self-respect and respect for others.
The Scout Motto is: | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Graduate Students of Color Research Mentoring Program (GSOCRM)
This cohort-based mentoring program for graduate students of color is a collaboration between the College’s Office of Diversity, Equity, and Inclusion and the College’s Office of Research and Graduate Education . In this program, students will:
- Access information, resources, and helpful/impactful mentoring relationships
- Develop important skills in research, leadership, and career development
- Learn academic and research strategies focused on success and resilience from faculty of color and other research mentors
- Experience affinity, affirmation, and fellowship with other graduate students of color
- Commitment to exploring intersectional issues of diversity, equity, and inclusion in graduate programs
- Commitment to being intentional and engaged in the mentoring program
- Participate in workshops and other events
- Attend the GSOCRM Scholar Retreat, which takes place in the spring of the academic year (this retreat supports you as a scholar of color and will cover topics such as exploring professional development, imposter syndrome, how to apply for external funding, relationship with finance, and networking)
- Completion of formative and summative mentoring program evaluation requests
There will also be pop-up workshops that you are welcome to attend (e.g., academic writing, restorative justice, indigenous qualitative methods).
How to ApplyApplication information will be available mid-August. If you have questions, please email firstname.lastname@example.org .
GSOCRM Scholar Retreat
The GSOCRM Scholar Retreat, formerly known as the Long Day Training, is designed to help students prepare for the rigors of graduate school, provide a scholarly atmosphere of support where historically excluded doctoral students can share and receive ongoing feedback on their research and professional interests, and assist students with goal setting and outlining a professional plan.
It serves as a special time and space devoted to graduate students in the College of Education from different programs and levels of study to network with others who seek to enter the professoriate and/or university administration.
The retreat offers knowledge and insights to increase the successful completion of respective doctoral programs and future faculty representation. The theme of the retreat will change each year depending on the coordinator’s request. Some of the topics for the retreat may include but are not limited to:
- Navigating the politics of the academy
- Mentorship and building an academic community
- Succeeding amid the rigors of graduate school
- Wellness session
- Coping with and avoiding personal and emotional hurdles to success
- Maintaining a balanced life as you matriculate through your graduate programs
- Funding, publishing, and marketing yourself
- Finding funding for your research
- Publishing work and marketing yourself in graduate school
GSOCRM Closing Celebration
Every year, members of GSOCRM are invited to attend the program’s end-of-the-year closing celebration, which is designed to nurture connections, reflect on the year, and celebrate year-end accomplishments.
Members are strongly encouraged to attend this event, as it serves as a culminating moment.
- Email: email@example.com | Group Facilitation & Communication Techniques | 7 | 0 |
2 | (L to R): Intervention Specialist Andrea Smith, Keynote Speaker Marquise Burns, and Dean of Middle School Tamara Milner pose for a photo during Career Day.
Entrepreneur Marquise Burns, owner of Burns Brims, a line of high-quality, stylish custom fedoras, was the keynote speaker. Burns spoke to the students about his experiences as a teen and how he got to be what he is today: a successful business owner.
During his keynote presentation, Burns inspired the students to work hard, not to be afraid to be creative, and stay in school. He also discussed the importance of education, and how positive and negative decisions alike, made today, can affect the future.
- Lori Brodehel, Registered Nurse
- Staff Sergeant Konstance Richmond, Wight -Patterson Air Force Base
- Staff Sergeant Cassie Liu, Wright-Patterson Air Force Base
- Tiffany Edwards, Vocational Rehabilitation Counselor
- Quade Milum, current Achievement & Behavior Support Specialist at North Dayton School of Discovery, former Harlem Globetrotter
Organizers Intervention Specialist Andrea Smith, and Seventh and Eighth-Grade English Language Arts Teacher James Elliott see Career Day as a way to help prepare students for college and to be career ready.
Lori Brodehel, Registered Nurse, talked with the students about different areas of nursing and the types of work shifts nurses can work.
Elliott spent the four days prior to Career Day working with his students on the various aspects of careers. “The students did a career exploration survey to discover their interests,” Elliott said. “We talked about resumes, job applications and the type of information requested on applications. We also practiced doing interviews. I asked them some off-the-wall questions because interviewers like to do that sometimes to see how a person responds when caught off guard.”
For Smith, one of her special education students wants to be his own boss. “So, after Mr. Burns, spoke, my student went up to him to talk with him and tell him what he wants to do. Mr. Burns gave him his contact information, and said keep in touch, and I will invest in your business when you start it. That made my student’s day!”
Both organizers were surprised by the students’ reactions to the staff sergeants from Wright-Patterson Air Force Base. “Because it was two young women talking about their experience in the Air Force, our young women students were impressed by them,” Elliott said. “One of my students told me she wants to go into the Air Force now. She sees it as a good career. She has a similar background as the sergeants and saw it as something she can do to take care of herself. It made me think we should continue to develop our relationship with Wright Patterson.”
Quade Milum, current Achievement & Behavior Support Specialist at North Dayton School of Discovery, talked with the students about his former career as a Harlem Globetrotter.
Smith and Elliott saw how their students took different bits of information from all their speakers. They agreed that they had a good variety of careers represented in their Career Day. Both agreed that it is nice to get back to some of the regular activities they used to have before COVID.
North Dayton School of Discovery is a free public charter school in Dayton, Ohio, serving students in kindergarten through eighth grade. National Heritage Academies (NHA), a charter school management company in Grand Rapids, Mich. has 98 tuition-free, public charter schools across nine states, serving more than 60,000 students in kindergarten through 12th grade. For more Is information, visit nhaschools.com. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The organisation μicrokosmos is of a non-profit character and its aim is:
- to promote and spread the greek culture, both classical and modern, on a national and international level.
- to promote artistic creation and Interculturalism.
- to promote collaboration with government and local authorities in order to boost social integration and fight discriminations.
- to promote cultural accessibility through adapting and transcribing the cultural, scientific and legal texts.
- to promote the 17 Sustainable Development Goals set by the UN with special emphasis on eliminating extreme poverty (1st goal), ensuring quality education (4th goal), achieving gender equality (5th goal) and promoting decent work for all (8th goal).
- to promote cultural, social and educational initiative in order to spread knowledge and promote Social Sciences and Humanities.
- to promote publishing activity through releasing and / or distributing books, multimedia tools, studies or researches.
- to promote and certify the learning of the Greek language according to the standards set by the Greek Language Center.
- to promote and organize training activities (seminars, conferences, training and educational courses, labs, training workshops etc.).
- to collaborate by all means with institutional bodies for funding scientific and cultural research in Europe.
STATUTE OF THE ASSOCIATION
Italo-Hellenic Cultural Association for Education
Name and location
Art. 1) Pursuant to the Law of 11 August 1991 no. 266 and of the norms of the civil code on the subject of associations, the Volunteering Association called Italo-Hellenic Cultural Association for Education “Microkosmos” is constituted.
The Association assumes the status of “Volunteer Organization”; once acquired the registration in the General Regional Register of Voluntary Organizations, the Association will be considered ONLUS (non-profit organization of social utility) according to and for the purposes of to the art.10 and following of the D. Lgs. 4 December 1997 n. 460.
The Microkosmos Association was created by the will of some Greek citizens who have done, in years and for different reasons, of Piedmont and Turin their place of habitual life, and by some Italians passionate of Hellenic art and culture citizens united by a strong solidarity and humanitarian vocation.
The Association, inspired by the principles of social solidarity, operates with an interdisciplinary approach for the cultural growth of the person – of any ethnic group and origin – by promoting instruments ofinterpretation of the different artistic and socio-cultural realities.
The Association, that wants to investigate reality and, with a critical approach, the cultural and social situation of the moment, will activate, favor and coordinate activities and initiatives connected to the social purpose maintaining relations with local and Greek people and organizations and other European and non-European countries, to favor the diffusion of artistic manifestations, to encourage the contamination between cultures and different arts with the aim of building bonds and common social cultural substrates for the best integration of people and communities.
It is an autonomous and pluralist voluntary association that operates in the field of culture, of the music, cinema, theater, sociality, solidarity, education for the human and civil promotion, and of civic monitoring through the associative form, and is based on the principles of equality, freedom and solidarity.
Art. 2) The Association has its registered office in Turin (TO), Via Napione n.33 / A.
Art. 3) The Association does not pursue profit goals and prohibits distribution, even in indirect form, of income, profits or operating surpluses as well as funds, reserves or capital during the life of the association itself, unless the destination or distribution is imposed by law.
Profits or operating surpluses are used exclusively for carrying out the insistutions’ activities and those directly connected to them.
Art. 4) The Association pursues the following purposes:
- promote and disseminate the classical and modern hellenic culture at national and international level;
- investigate and favor artistic creativity and aesthetic criticism in relation to the research of the peace and the integration between people of different cultures and backgrounds;
- promote and support cultural, musical and artistic initiatives aimed at schools and young people, even from distant countries, as means of expression, growth and integration of individuals, to increase intercultural skills;
- promote cooperation with public bodies and other realities of the territory, in order to develop collaborations and integrate specific skills in favor of the community, with particular attention to the fight against discrimination and to the enhancement of people’s skills and resources, for the protagonism and the empowerment of the individual;
- promote cultural accessibility, including through the adaptation and transcription of cultural, linguistic and legislative texts to make them universally frienable;
- work to support the achievement of the sustainable development goals of the UN Agenda 2030 aimed at combating poverty, eliminating hunger and fighting climate change, to name but a few;
- promote cultural and social activities and educational / training initiatives with the aim of spreading the knowledge and enhancement of human and social sciences;
- promote the publishing activity with the publication and / or distribution of books, magazines, music, multimedia works, videos, theatrical performances, conference proceedings, seminars, studies and research done, using any medium and medium, physical and / o digital, present and future;
- promote and certify the learning of the Hellenic language, according to the standards of the Hellenic Language Center;
- promote education activities (seminars and conferences, refresher courses and refinement courses, working group institutions, training days, etc.) for teaching staff in the field of human and social sciences (psychology, pedagogy, educational sciences, sociology, anthropology, philosophy, linguistics, etc.) and other types of professionals if interested in deepening skills in the humanistic and social areas;
- promote scientific and cultural research activities in human and social sciences at national and international level, also encouraging forms of coordination between those carrying out research at the University and in research institutions;
- provide, directly or indirectly, assistance, advice, training and dissemination to the bodies involved and involved in issues falling within the Human Sciences;
- to favor, also in collaboration with related associations, private institutions and local authorities (Local Health Authorities, Municipalities, Provinces, schools, etc.), contacts between research in Human Sciences and social, educational, cultural and productive reality;
- promote the dissemination of knowledge and scientific updating through organizing or participating as a partner in meetings, events, meetings, congresses, seminars, round tables, workshops;
- collaborate, in all the necessary ways and forms, with the bodies that are institutionally responsible for the address and financing of scientific and cultural research in Europe;
- collaborate, in all the necessary ways and forms, and with national organizations and international organizations for the promotion, guidance and funding of scientific and cultural research;
- supporting the preparation of young researchers, both by providing appropriate training opportunities and by means of incentives and support (such as funding and grants for scholarships and research);
Furthermore, the Association may carry out ancillary activities, which are considered integrative and functional to the development of the institutional activity, and marginal commercial and productive activities established by the D.M. 25 May 1995 and subsequent amendments and additions.
In order to carry out its activities the Association uses decisively and prevalently personal, voluntary and free services of their members.
Art. 5) The duration of the Association is unlimited and it can be dissolved only by resolution of the Extraordinary Assembly of Associates.
Art. 6) All members can be members of the Association (without any distinction of sex, race, ideas and religion) that, sharing their spirit and ideals, intend to commit themselves personally to the achievement of the purposes set forth in this Statute. All services provided by members are free except for any reimbursement of expenses actually incurred and documented, according to suitable parameters valid for all members, previously established by the Board Directive and approved by the Assembly.
There are 5 categories of members:
- founders (members who have deliberated the establishment of the Association and who are mentioned in the Constitutive Act. They pay the registration fee annually established by the Assembly)
- ordinary (all members who are admitted to the prior association are considered as such presentation of the application and which will be submitted to the scrutiny and to the approval of the management bodies, whose judgment is unquestionable, according to the procedures established by the Regulation. They pay the registration fee annually established by the Assembly)
- volunteers (they pay the annual registration fee set by the Assembly and lend their work in a personal and free way)
- supporters (beyond the ordinary quota, they provide extraordinary voluntary contributions)
- meritorious (persons appointed as such by the Assembly for particular merits acquired in favor of the Association)
The associative relationship and the associative modalities are aimed at ensuring the effectiveness of the relationship same; therefore participation in the association life cannot be temporary.
Public and / or private organizations participate in the person of their representative.
Art. 7) Admission to the Association is deliberated by the Board of Directors upon request of the aspiring partner. Applications for admission to a member submitted by minors must be countersigned by the operator the parental authority. The parent who signs the application represents the minor to all effects against the Association and responds to the same for all obligations of a minor associate.
Art. 8) All members have the right to:
- participate in all the activities promoted by the Association;
- participate in the life of the association, expressing its vote in the registered offices, also for the approval and amendments to the Bylaws and any regulations;
- enjoy the active and passive electorate for the appointment of the Governing Bodies Association.
The minor members do not have the right to active and passive voting, as better specified in the art. 16 of the present Statute.
Art. 9) The members have the obligation to observe the Statute, to respect the decisions of the Bodies of the association and to match the membership fees. These fees are not transmissible either revalued.
Art. 10) The status of member is not temporary and is lost due to voluntary resignation, expulsion, death.
The resignation from a member must be presented in writing to the Board of Directors.
Expulsion is scheduled when the member fails to comply with the provisions of these Articles of Association and of any regulations, make him arrogant or put in place behaviors that cause material damage or to the image of the Association. The expulsion is decided by the Board of Directors, by an absolute majority of its members, and communicated by letter to the interested member. Against the aforesaid provision, the interested member may appeal within 30 days from the date of communication of the expulsion; the appeal will be examined by the Assembly in the first ordinary meeting.
Art. 11) The loss, in any case, of the quality of a member does not give the right to the return of the amount paid to the Association.
Art. 12) The death of the member does not confer on the heirs any right in the association.
Art. 13) The Bodies of the Association are: the Assembly of Members, the Board of Directors and the President.
Art. 14) The Assembly of Members is the sovereign body of the Association; it is made up of all the members for which this qualification exists at the time of the convocation and can be ordinary or extraordinary.
Art. 15) The Assembly is convened by the President at least once a year within four months from the end of the financial year for the approval of the annual financial statement and, in any case, whenever the Board of Directors deems it appropriate, or when a request is made by at least 3/4 of the members, provided they meet the payment of the membership fees.
The meeting must be convened at least 10 days before the date of the meeting by sending an e-mail / paper letter and publishing the notice on the homepage of the Association’s website / posting the notice in a visible manner on the premises in which the associative activities are carried out. The notice of call must contain the day, time and place of the first and second convocation, as well as the agenda.
Art. 16) All the adult members may attend the (ordinary or extraordinary) Shareholders’ Meeting, with voting rights, provided they meet the payment of the membership fees; each member has one vote. Minor members and those who exercise parental authority or protection have the right to receive the convocation of the Assembly and to be able to attend, but have no right to speak or to vote active or passive.
Proxy intervention is allowed to be conferred in writing exclusively to another member. Each member can not have more than one proxy.
The votes of the Assembly will take place, on the indication of the same, by a show of hands, by roll call or by secret ballot.
Art. 17) The following tasks are assigned to the Assembly:
IN ORDINARY SITE:
- approve the economic-financial report of the past year;
- elect the President and the Board of Directors, establishing the number of members;
- to elect substitutes for members of the Board of Directors who may resign;
- deliberate on any other topic of an ordinary nature and of general interest placed on the agenda.
IN EXTRAORDINARY LOCATION:
- deliberate on the transformation, merger and dissolution of the Association;
- to deliberate on the proposed modifications of the Statute;
- deliberate on any other topic of an extraordinary nature and of general interest placed on the agenda.
Art. 18) The Ordinary Shareholders’ Meeting, chaired by the Chairman of the Board of Directors, who nominates a secretary from among the members, is validly constituted on first call with the presence of 50% plus one of the members, on second call whatever the number of members present.
The Ordinary Shareholders’ Meeting validly resolves, both in first and second call, with a majority of 50% plus one of those present on all the issues on the agenda.
At least one hour must elapse between the first and the second call.
Art. 19) The Extraordinary Shareholders’ Meeting is chaired by a Chairman appointed by the Assembly itself by a simple majority, who in turn nominates a minute-member in the minutes.
To amend the deed of incorporation and the bylaws, the Extraordinary General Meeting is validly constituted with the presence of at least three quarters of the members and passes resolutions with a majority of 50% plus one of those present.
To deliberate the dissolution of the Association and the devolution of the patrimony, it is necessary the favorable vote of at least three quarters of the associates.
Art. 20) All the resolutions of the Shareholders ‘Meeting and the reports, as well as being duly recorded in the minutes of the Shareholders’ Meetings, are publicized to the shareholders with the exhibition for 10 days after approval at the Association’s headquarters.
Board of Directors and President
Art. 21) The Board of Directors is the executive and management body of the Association and is elected by the Assembly every 4 years. It consists of a minimum of 4 to a maximum of 15 members, including the President who is a member by right. The members of the Board are re-eligible and all offices are free of charge. The Board of Directors can be revoked by the Assembly Members; it will remain in office anyway until the election of the new one. In case of resignation of a member of the Board of Directors, the first of the non-elected is co-opted.
One or more Vice Presidents, a Secretary and a Treasurer will be appointed within the Board of Directors. The President, who has the legal representation of the Association, may be delegated part of the powers due to the Board of Directors.
The Directors may not hold the same office in Associations of a similar nature.
Art. 22) The Board of Directors is endowed with the widest powers for the ordinary and extraordinary management of the Association. In particular, the Board of Directors compete:
- decisions regarding ordinary and extraordinary expenses, of exercise and in capital, for the management of the Association;
- decisions relating to the institutional, complementary and commercial activities and services to be undertaken for the best achievement of the institutional goals of the Association;
- decisions regarding the management of employees and the coordination of the employees collaborators and professionals of which the Association avails itself;
- the annual preparation of the economic-financial report to be submitted to the approval of the Shareholders’ Meeting within four months of the end of the financial year;
- the preparation of the annual report on the activities carried out and the objectives achieved to be submitted to the Assembly;
- the presentation of a programmatic plan related to the activities to be carried out in the new social year;
- the setting of the social quotas;
- the right to appoint, among the members external to the Board, the delegates to carry out particular functions established from time to time by the Board itself;
- the drafting and approval of the Administrative Regulations and the proposed amendments to the Articles of Association to be submitted to the subsequent approval of the Shareholders’ Meeting;
- the resolution on the admission of new members;
- any function that the bylaws or laws do not attribute to other bodies.
Art. 23) The Board of Directors meets at least twice a year or whenever the President or a majority of members will deem it necessary. The convocations of the Council must be made by written notice to be sent at least 10 days before the date of the meeting; this notice must contain the agenda, date, time and place of the meeting.
The meetings of the Board of Directors are in single call, are valid with the presence of at least the majority of its members and are chaired by the President or, in his absence, by a director designated by those present. In the event of a tie vote, the President’s vote prevails.
The meetings and the resolutions of the Board are recorded in the minutes signed by the Chairman and the Secretary.
Art.24) The President has the signature and legal and judicial representation of the Association. It is elected by the Assembly of members, together with the members of the Board of Directors, every 4 years.
He presides over the Assembly and the Board of Directors and provides for the convening, supervises the implementation of the deliberations of the Assembly and the Board of Directors and, in cases of urgency, can exercise the powers of the Board of Directors unless ratified by the latter at the first useful meeting.
Art. 25) The Vice President assists or replaces the President in case of absence or impediment.
Art. 26) The Board of Directors decays by contemporaneous resignation of half plus one of its members. In this case the President or, in the event of his impediment, the Vice-President or, in the alternative, the eldest Director, must convene the Extraordinary Assembly within fifteen days and be held within the next thirty by taking care of the ordinary administration.
Secretary and Treasurer
Art. 27) The Secretary draws up the minutes of the meetings of the corporate bodies and takes care of the keeping of the relative books and registers. It is also up to him to provide for the negotiations necessary for the purchase of the means and services decided by the Board of Directors and to prepare and maintain the relative contracts and orders. It also provides for the payment of expenses, verifying their regularity and authorizing the Treasurer to pay for the payment.
Art. 28) The Treasurer presides over the administrative and accounting management of the Association by drafting the accounting records, ensuring the correct performance of tax and social security obligations and preparing, in concert with the other members of the Board, the annual report in economic and financial terms . He also provides for the formal transactions for the collection and payment of expenses deliberated by the Board of Directors. The Treasurer also has the function of periodically checking the results of the financial accounts of cash, bank, and receivables debts and the exercise of debt recovery operations due.
Art. 29) The functions of Secretary and Treasurer can also be conferred on the same person. If they are attributed to different persons, the Administrative Regulation may provide that in the event that the Treasurer is prevented from performing his functions, or in the event of resignation or revocation of the same, the functions of the latter are assumed, for the time necessary to remove the causes of impediment, or to proceed to a new appointment, by the Secretary or Vice-President. The Secretary, temporarily prevented, or resigning or revoked, is replaced in the same manner by the Treasurer or Vice-President.
Capital and financial year
Art. 30) The patrimony of the Association consists of:
- movable and immovable property owned by the Association;
- membership fees and contributions from sympathizers;
- contributions from individuals, the State, organizations, international organizations, public institutions aimed at supporting specific and documented activities or projects;
- donations and bequests;
- refunds deriving from agreements;
- income deriving from any marginal commercial and production activities;
- any other entry that for any reason is received by the Association.
Art. 31) The Association is forbidden to distribute, even indirectly, profits or management surpluses, however denominated, as well as funds, reserves or capital during the life of the association itself, unless the destination or distribution are taxed By law.
The Association has the obligation to use the profits or the management surpluses for the realization of the institutional activities and of those directly connected to them.
Art. 32) The social year and the financial year go from 01/01 to 31/12 of each year. The Board of Directors must prepare the economic and financial statement to be submitted to the approval of the Shareholders’ Meeting within four months of the end of the financial year. The economic report financial, in addition to providing a truthful and correct representation of the patrimonial, economic and financial situation of the Association, with a distinction between that related to the institutional activity and that related to the activities directly connected, must contain a brief description of the assets, contributions and bequests received .
Regardless of the preparation of the annual financial statement, the Association, for any occasional public fund raising activity carried out in conjunction with celebrations, anniversaries, or awareness campaigns, draws up a separate and separate report within four months from the end of the financial year. which must result, even by means of an illustrative report, in a clear and transparent manner, the income and expenses related to each of said celebration, recurrence or awareness campaign.
Art. 33) The dissolution of the Association is deliberated by the Extraordinary Assembly of the members upon proposal of the Board of Directors, which will also appoint the liquidators.
The remaining assets will be donated to other Voluntary Organizations operating in the same or similar sector, or for public benefit purposes, having heard the control body referred to in art. 3, paragraph 190 of the law 23.12.96, n. 662, subject to different destination imposed by law.
Art. 34) The decision on any controversy that could arise between the members, or between them and the association or the organs of the same, except those that by law are not compromisible with arbitrators, will be referred to the judgment of three arbitrators, of which two to be nominated by each of the contending parties, and the third by mutual agreement. In the event of failure to reach agreement, the Board of Directors will appoint the president of the court where the association is based to execute the appointment of the third arbitrator.
Art. 35) For anything not expressly provided for by the present Statute, reference is made to the current legislative provisions on the matter, with particular reference to the Civil Code, to the Law of 11 August 1991, n. 266 and to the regional legislation on volunteering, and to their possible variations.
The present Statute has been approved by the founding members to the Constitutive Act.
The annual fee for becoming an ordinary member of the association amounts to 20€.
The payment of the annual fee can be made at the headquarters of the association or by bank transfer to the current account:
Account holder: MICROKOSMOS
You can deliver the documents personally, together with a copy of an identity card or you can send the scanned documents to the email:firstname.lastname@example.org | Group Facilitation & Communication Techniques | 7 | 0 |
2 | School of Thought: His Excellency Masafumi Ishii, the Ambassador of Japan to Indonesia, is optimistic about the future
Education plays a great role in the economic development of Japan, and with Indonesia’s education sector on the rise, His Excellency Masafumi Ishii, the Ambassador of Japan to Indonesia, is optimistic about the future
His Excellency Masafumi Ishii, Japanese Ambassador to Indonesia, has held his position since April 2017. Renowned for his social adventures on Instagram, with some pictures gaining more than 11,000 likes, he is a figure revered to by many in Indonesia and around the world.
Prior to securing his role as the ambassador to Indonesia, HE Masafumi was able to visit the country many times in his role as director of the Second Southeast Asia Division at Japan’s Ministry of Foreign Affairs. After all, Japan is one of Indonesia’s largest export markets, attracting direct Japanese investment of more than US$1 billion in 2018.
His Excellency was also present to witness the 60th anniversary of Japanese–Indonesian relations last year; the celebration brought forward the agreement of Project 2045. This is timed to coincide with the 100th anniversary of Indonesia’s independence and to boost both countries’ economies to rank among the top five in the world.
Among the many collaborations Indonesia and Japan have worked on in the past, the future of education in both countries certainly is bright. The last five years have seen the number of Indonesian students in Japan double. Hiroshima University has the largest number of memoranda of cooperation with educational institutions in Indonesia.
“We have about 4,700 Indonesian students studying in Japan currently,” says the ambassador, who also believes that the University of Indonesia stands on top in its ranks of universities in the country. Some of the world’s best technicians and engineers have been educated at a Japanese institution at some point of their lives. The ambassador believes that the future of economic development in a country requires them to strengthen the vocational training capacity building of educational institutions, starting from high school. In Japan, students of Colleges of Technology (KOSEN) are trained in technical education, starting at the age of 15, for five years to hone their technical skills and really develop their understanding. Those who wish to make a career out of it then delve into further education and expertise.
“The Japanese and Indonesian governments are currently discussing the possibility of introducing the same system here in Indonesia. I am certain it would be beneficial for the progress of the country,” he says. However, he then goes on to say that even though the system may not work to its full potential here due to many factors such as mindset or lifestyle, Indonesia should be proud of its ever-growing education system, which can be polished in the future.
Even though Japan produces some of the best technicians and engineers, the country is still learning from its mistakes and isn’t running at 100 per cent just yet. HE Masafumi Ishii considers Indonesia to be a growing population filled with the young, unlike Japan’s ageing population, and this means an immense potential for growth.
Source: Harjani, Maina, “School for Thought”, Tatler Indonesia, December Issue, 2019 | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Commit to a lifetime of global impact
For more than 85 years, The Fletcher School at Tufts University has worked to educate and prepare individuals for positions of national and international leadership and influence. Through a deep and multifaceted understanding of the world’s most pressing challenges, and with the guiding principles of mutual benefit, security, and justice, our community endeavors to maintain the stability and prosperity of the complex and increasingly global society of the 21st century.
Shaping the future, together
Students, faculty, and graduates of Fletcher work to further a legacy of enacting lasting and meaningful change in the world. They engage with government, business, and international organizations with a global perspective and in pursuit of a more just and equitable tomorrow.
Specialized skills for an ever-changing world
Fletcher’s programs and curricula are curated and taught by international relations practitioners with lifetimes of experience — not only in the classroom, but in the field. A highly interdisciplinary graduate education informed by on-the-ground insight and bolstered by a wide array of experiential opportunities provides Fletcher students with the tools and perspectives they need to make a difference in even the most turbulent global climate.
An investment in your potential
A career in the international arena and in service of the greater good is no small undertaking — and neither is a Fletcher education. But those prepared to roll up their sleeves and devote themselves to a rigorous and immersive experience soon find that a world-class, skills-based education has benefits that extend far beyond a graduate degree; it opens doors to new opportunities for lasting global impact across the full lifespan of exceptionally meaningful careers.
A History of Excellence
When The Fletcher School opened its doors to the 21 members of the inaugural class in the fall of 1933, it became the first graduate-only school of international affairs in the United States. Nearly a century later, it remains a globally respected trailblazer.
A gift — and a vision
The School was born when Dr. Austin Barclay Fletcher, a member of Tufts' Class of 1876, donated $1 million towards establishing a school of law and diplomacy at what was then Tufts College.
A corporate lawyer in New York City for most of his career, Dr. Fletcher was a dedicated alumnus of both Tufts College and Boston University Law School, serving as a trustee of both, and as president of the Tufts board from 1913 until his death in 1923.
Dr. Fletcher's support is indicative of his lifelong devotion to Tufts, and his deep desire to create a new kind of school – one built "to prepare men for the diplomatic service, and to teach such matters as come within the scope of foreign relations, [which] embraces…a thorough knowledge of the principles of international law upon which diplomacy is founded."
Fletcher's vision was realized nearly a decade after his death, in 1933, when Fletcher welcomed its inaugural class. Distinguished by its valuable library, renowned faculty, and aspiration to serve both the United States and nations around the world, the School immediately became an innovator — a reputation it maintains to this day.
An unyielding commitment
More than 85 years later, Fletcher remains true to its founding mission: to offer a broad professional education in international relations for students committed to maintaining the stability and prosperity of a complex, challenging, and increasingly global society. This consistent, unwavering focus is due in no small part to the continued support of Fletcher’s alumni, students, faculty, and friends. We continue to deliver on our mission because they continue to champion the school’s internationalist approach and cooperative, multidisciplinary ideals.
Fletcher enrolls an average of 550 students each year, from the United States and more than 40 countries around the world. Fletcher alumni live and work in more than 130 countries, and are engaged in careers within national governments, international organizations, business, banking, journalism, education, international research, and countless other private and public pursuits.
A Mission-Driven Education
The world has changed considerably since The Fletcher School opened its doors in 1933. We’ve evolved and grown, too, but our core mission remains unchanged: to educate professionals committed to maintaining the stability and prosperity of a complex, challenging, and increasingly global society. We continue preparing students to excel in positions of influence, to break new ground in careers where they serve local, national, and international communities, and to pursue just and mutually beneficial solutions to some of the world’s most intractable challenges.
Mission driven, student guided
Fletcher’s academic philosophy is built on the belief that students are best equipped to determine what specific knowledge, skills, and competencies they need to succeed. Each student’s individual course of study is customized to fit particular interests and career objectives.
With more than 175 courses and 11 fields of study offered each year, Fletcher students rarely chart the precise same academic path. The options at Fletcher are as diverse as the interests and aspirations of our students.
Know the world
Global interdependence is a fundamental reality of life in the 21st century. From reconstructing post-conflict societies and fostering markets in emerging economies, to analyzing security threats and promoting human rights, the challenges of our times transcend borders and disciplines.
A Fletcher degree prepares graduates to overcome the political, social, legal, cultural, and economic challenges common to these problems – examining them from every angle of the global professional landscape.
Shape the future
Whether addressing international policy challenges like climate change or drilling into more focused issues like the impact of transnational crime on peace processes, a Fletcher education is oriented toward solving real-world problems. That means taking a practical approach, informed by hands-on knowledge and experience, but also taking a step back to reflect and ask deeper questions.
Our educational philosophy, while impact-oriented, is more than simply finding solutions to well-defined problems. We also aspire to understand why the problems exist, and from whose perspective they became problems to begin with. Leveraging this depth of understanding and an interdisciplinary framework, our students develop a truly global perspective that enables them to become responsible and effective international affairs practitioners. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Upward Bound and Ready to Flop
The first in her family to go to college, I watched my freshman year roommate struggle every time she had to register for classes, deal with financial aid forms, and other college details. Things that I could get help from my parents or my older brothers. Or things that I kind of already knew because I had heard their stories.
Remembering this, we were excited to visit Southern Regional Technical College in Thomasville, Georgia to facilitate a leadership workshop for high school students in the Upward Bound program which supports first generation college bound students. A year-round program, they meet on-campus for six weeks during the summer for a mix of academics, life skills, college visits, and special guests like us.
One of the school counselors that works with the students first learned about us and Flop Balls last summer at the American School Counselor Association Conference. She knew our Flop-osophy woven with practicing Flop skills would be a perfect fit for the goals of the Upward Bound program.
We encouraged students to practice strategies for incorporating failure into the learning process. Resulting in more empowered students willing to try new things with less fear and to ask for help when needed. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | It makes sense that you and mom would make most of the decisions for your kids. You guys know more. Your kids basically know nothing. About life. About what the weather is going to be tomorrow. How the world works. You, on the other hand, have been 7 as well as 17-years-old before.
Not only does that give you a lot more experience, but it’s also pretty obvious that most decisions don’t matter. You’ve got places to go and more important things to worry about, so you pick their clothes out to be done with it—to move things along.
The problem with this is that you’re depriving your kids of a very important skill: The ability to make decisions. Is it any wonder that so many teenagers are utterly overwhelmed when it comes to choosing where to go to college? Or what to major in? For most of them, it’s the first real decision they’ve made in their lives.
That’s why, as a Dad, you have to actively work to not choose everything for them. Ask them whether they want to go to the park or play catch in the yard. Ask them what movie they want to see. What should we cook for dinner? Do you want to take a shower tonight or a bath? Would you rather go out for the baseball or the basketball team? If you don’t like mowing the lawn, what’s another chore you’d like to do to contribute around the house? Shorts or pants today? Go pick out something to wear.
Teach them how to choose. Empower them. Make sure they know how to decide, and to be OK with it, even if they decide wrong. It doesn’t matter that you know more. Let them learn. Life is decisions. Prepare them for it.
P.S. Sign up today for the Daily Dad’s email and get our popular 11 page eBook, “20 Things Great Dads Do Everyday.” | Group Facilitation & Communication Techniques | 7 | 0 |
2 | We were delighted when pioneering iSpace Wellbeing school, Copthorne Prep allowed us a sneak peek behind the scenes at their iSpace lessons.
This week, the class had been visiting the planet of “Relationships” and learning all about kindness and gratitude.
Kindness is defined as: “the quality of being friendly, generous, and considerate.” It has had much press over recent months and years as the rise in trolling and online bullying continues, with the hashtag #BeKind often trending.
Our curriculums teach that taking a little time out of our day to share some kindness and appreciate the relationships and friendships we have in our lives goes a long way to building relationships. We also strengthen our own resilience and self belief when we are kind and express gratitude in our lives, creating a positive healthy habit.
We especially loved the ones they have placed in the school corridor, placed by the door as people come in. It is great to see Copthorne Prep School school encouraging learning beyond the classroom, and integrating these valuable lessons into the culture of the whole school.
The pictures also show demonstrate how the children are developing their self awareness, with the recognition and understanding of the relationships around them by telling their friends how special they are.
Well done Copthorne Prep School, and thank you for sharing with us! | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Cristo Rey Jesuit High School
Innovation: A mobile app connecting the Cristo Rey community in Baltimore and nationwide
By Jeremy Chase-Israel
Photography by Chris Crews
When asked about why his team was victorious in the Warnock Foundation’s first ever Baltimore High School Innovation Challenge, Lemuel Bourne, of Cristo Rey Jesuit High School, knew the reason: “I think it was our energy out there. The crowd really fed off of our energy.”
This fall, seven student teams across Baltimore – from public, charter, and private schools – were chosen from more than 30 submissions to compete in the Baltimore High School Innovation Challenge. The charge: develop an innovative idea that could be used to positively impact your community.
“I think it was our energy out there. The crowd really fed off of our energy.”
This past December, parents, teachers, and students from across Baltimore City gathered for the first ever Baltimore High School Innovation Challenge. After each team made a five-minute pitch, judges – including the Warnock Foundation’s David Warnock, Shanaysha Sauls, Board chair of the Baltimore City Board of School Commissioners, Tom Wilcox, President, Baltimore Community Foundation, and Pamela King, of Open Society Institute-Baltimore – awarded the first prize, of five thousand dollars and the chance to be featured in the Baltimore Social Innovation Journal, to Cristo Rey Jesuit High School.
The project that netted Cristo Rey Jesuit High School their victory was the proposed development of a networking app. According to the team, which included Keynell Washington, Corey Hairston Jr. and Justine Midiay in addition to Lemuel Bourne, Cristo Rey supports a network that spans twenty-six schools across seventeen states but offers little in the way of community centralization.
This lack of virtual communal space means that alumnae have few options when it comes to connecting to their alma mater – at a time when a strong digital presence is paramount. Recognizing this shortfall, the students began brainstorming in September about how to best solve that problem.
The students’ research led to the conclusion that creating an app would be the ideal option. Not only would an application provide a space for current students to have their voices heard, it would supplant traditional, costly productions – school newspapers – with a resource that people can access via mobile device.
As the crowd thinned out, Corey Hairston Jr. knew the team had strong competitors, and that he and the rest of the team from Cristo Rey were on the road to building an innovative new project: “There will be some bragging – but it’ll be the good type of bragging, because the whole school won!” | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Who would not wish to be a published author? This course provides an introduction to creative writing of various kinds, chiefly short fiction and poetry, in a workshop situation in which recent and, in particular, contemporary writing, made available in a reading brick, will be critically analysed and, where appropriate, used as a model. Stylistic diversity will be encouraged and the workshop will ensure close discussion of, and feedback on, student work. The course will include some consideration of the practical process of publishing.
Upon successful completion, students will have the knowledge and skills to:
Upon successful completion of this course, students will be able to:
- Create poems and prose pieces in different forms and styles
- Experiment with and revise creative work, integrating suggestions from writing workshops and/or utilising analysis of published or other students’ creative work to modify your own.
- Perform a detailed formal analysis of a published work, making a coherent argument about the relationship between form and content in that work.
- Describe, analyse and make editorial suggestions for peers’ poetry and prose
- Reflect on your own creative work in relation to its formal qualities, your writing process and published work in a similar style or genre
1. Portfolio of Creative Work (60%) [Learning Outcomes 1, 2, 5]
Comprising drafts and rewrites of 3 poems and one story of approximately 3,500 words.
2. Written and oral comments on peers' work (15%) [Learning Outcome 4]
3. 1,000 – 1,500 word essay (25%) [Learning Outcomes 3, 5]
The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
3 contact hours per week. Students are expected to commit up to 7 hours of independent study per week for this course.
Requisite and Incompatibility
Prescribed TextsEbrick of readings, including:
Garner, Helen. ‘I’. Meanjin. 61.1 (2002): 40-43
Pamuk, Orhan. “My Father’s Suitcase.” Nobel Lectures. December 7, 2006. http://www.nobelprize.org/nobel_prizes/literature/laureates/2006/pamuk-lecture_en.html
Rilke, Ranier Marie. “Letter 1.” Letters to a Young Poet. Trans. Herter Norton. New York: Norton, 1934
Joyce, James. “Araby.” 1914. The Story and its Writer: An Introduction to Short Fiction. 6th Edition. Ed. Ann Charters. Boston: Bedford/St. Martins, 2003
Wood, James. “Narrating.” How Fiction Works. London: Jonathan Cape: 5-31
Barth, John. “Lost in the Funhouse.” 1967. The Story and its Writer: An Introduction to Short Fiction. 6th Edition. Ed. Ann Charters. Boston: Bedford/St. Martins, 2003
Munro, Alice. “A Wilderness Station.” Open Secrets. New York: Knopf, 1994
LeGuin, Ursula. “The Ones Who Walk Away from Omelas.” 1976. The Story and its Writer: An Introduction to Short Fiction. 6th Edition. Ed. Ann Charters. Boston: Bedford/St. Martins, 2003
Lanagan, Margo. “Singing My Sister Down.” Black Juice, St Leonards, NSW: Allen & Unwin, 2004, pp 3-7
Chekhov, Anton. “The Lady with the Little Dog.” 1903. The Lady with the Little Dog and Other Stories. Trans. Ronald Wilkes. London: Penguin, 2002
Bobis, Merlinda. “White Turtle.” The Kissing. San Francisco: Aunt Lute Books, 2001
Maupassant, Guy de. “Introduction.” 1887. Pierre and Jean. Trans. Leonard Tancock. London: Penguin, 1979
O’Brien, Tim. “The Things They Carried.” 1986. The Story and its Writer: An Introduction to Short Fiction. 6th Edition. Ed. Ann Charters. Boston: Bedford/St. Martins, 2003
Cooper, Barry. “9.7 Milligrams of Heaven.” Best Australian Stories 2007. Ed Robert Drewe. Melbourne: Black Inc., 2007
Moore, Lorrie. “People Like That Are the Only People Here: Canonical Babbling in Peed Onk.” Birds of America. New York: Picador, 1998
Enright, Anne. “Until the Girl Died.” Yesterday’s Weather. New York: Grove Press, 2008
Carver, Raymond, “What we talk about when we talk about love.” Stories of Raymond Carver. London : Picador, 1985, c1983, pp. 270-281
Hartnett, Sonya. “The Colour of Success.” Australian Author. December, 2004, pp 8-12
The New Yorker, "Beginners," edited: the transformation of a Raymond Carver classic. New Yorker. New York: The New Yorker Magazine, Dec 2007
The New Yorker, “Rough crossings: the cutting of Raymond Carver.” New Yorker. New York: The New Yorker Magazine, Dec 2007
Forche, Carolyn. “The Colonel.” The Country Between Us. New York: Harper and Row, 1981 online at: http://poetrydispatch.wordpress.com/2009/09/27/carolyn-forche-the-colonel/
Collins, Billy. “Passengers.” Picnic, Lightning. Pittsburgh: University of Pittsburgh Press, 1998. Online at: http://writersalmanac.publicradio.org/index.php?date=2004/12/07
Kunitz, Stanley. “The Abduction.” 1985. The Collected Poems: Stanley Kunitz. New York: W. W. Norton, 2000 Online at: http://www.poets.org/viewmedia.php/prmMID/19249
Cronin, M.T.C. “Eating Paint.” 1999. New Music: An Anthology of Contemporary Australian Poetry. Ed. John Leonard. Wollongong: Five Islands Press, 2001.
Lea, Bronwyn. “Ars Poetica.” The Other Way Out. Sydney: Giramondo, 2008
Dobyns, Stephen. “Metaphor and the Authenticating Act of Memory.” Best Words, Best Order: Essays on Poetry. 3rd Ed. New York: Palgrave, 2003
Pollitt, Katha. “Archeology.” Antarctic Traveller. New York: Knopf, 1983
Neruda, Pablo. “Walking Around.” 1935. Residence on Earth. Trans. Donald Walsh. New York: New Directions, 1973
Howe, Marie. “The Attic.” What the Living Do. New York: W.W. Norton, 1998
Holland-Batt, Sarah. “The Art of Disappearing.” Young Poets: An Australian Anthology. Melbourne: John Leonard Press, 2011
Baudelaire, Charles. “L’Albatros.” 1857. Les Fleurs du Mal. Trans. R. Howard. London: Picador, 1987
Creeley, Robert. “I Know a Man.” The Collected Poems of Robert Creeley. Berkeley, CA: University of California Press, 1982. Online at: http://www.poetryfoundation.org/poem/171564
Kinzie, Mary. “Line and Half-Meaning.” A Poet’s Guide to Poetry. Chicago: University of Chicago Press, 1999
MacLeish, Archibald. “You, Andrew Marvell.” 1952. The Making of a Poem: A Norton Anthology of Poetic Forms. Ed. Mark Strand and Eavan Boland. New York: Norton, 2001
Yeats, W.B. “Leda and the Swan.” 1923. The Variorum Edition of the Poems of W.B. Yeats. Eds. Peter Allt and Russell K. Absprach. New York, MacMillan, 1957
Lawrence, C.A. “First to Go.” A Return to Poetry 2000. Sydney: Duffy and Snellgrove, 2000
Thomas, Dylan. “Do Not Go Gentle into That Good Night.” The Norton Anthology of Poetry. Ed. Allison, Barrows, Blake, Carr, Eastman and English. 3rd Ed. New York: W.W. Norton, 1983 p. 1181-2
Owen, Wilfred. “Anthem for Doomed Youth” (1917) and “Arms and the Boy” (1918). Western Wind: An Introduction to Poetry. 4th edition. J.F. Nims and D. Mason. Boston: McGraw Hill, 2000
No author. Traditional Malay Pantun. More than a Pantun: Understanding Malay Verse. Katherine Sim. Singapore: Times Books International, 1987
Moore, Marianne. “Poetry.” Observations. New York: Dial Press, 1924
Moore, Marianne. “Poetry” (2 versions). The Complete Poems. London: Faber & Faber, 1968
Voigt, Ellen Bryant. “Amaryllis.” 1987. In: Dobyns, Stephen. Best Words, Best Order: Essays on Poetry. 3rd Ed. New York: Palgrave, 2003
As per prescribed texts
Tuition fees are for the academic year indicated at the top of the page.
If you are a domestic graduate coursework or international student you will be required to pay tuition fees. Tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at Fees.
- Student Contribution Band:
- Unit value:
- 6 units
If you are an undergraduate student and have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). You can find your student contribution amount for each course at Fees. Where there is a unit range displayed for this course, not all unit options below may be available.
Offerings, Dates and Class Summary Links
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
Class summaries, if available, can be accessed by clicking on the View link for the relevant class number.
|Class number||Class start date||Last day to enrol||Census date||Class end date||Mode Of Delivery||Class Summary|
|4262||15 Feb 2016||26 Feb 2016||31 Mar 2016||27 May 2016||In Person||N/A| | Group Facilitation & Communication Techniques | 7 | 0 |
2 | During the last two years of high school, many students spend less time learning and more time preoccupied with the college admission process. At Bard Academy at Simon’s Rock, we have a different philosophy about high school. We keep the focus on deep learning and intellectual discovery by ensuring that all students in good academic and social standing are accepted into Bard College at Simon’s Rock after the 10th grade. Our enriched curriculum and student-centered teaching style enable students to earn an associate degree when most of their peers are just finishing high school.
To give our students the right building blocks for a full, meaningful experience, Bard Academy shares both faculty and campus resources with Bard College at Simon’s Rock. Bard Academy is one of very few private high schools with college-quality facilities dedicated to arts, science and technology, and research and scholarship, as well as health, community, and athletics.
For the 2020-2021 academic year, Bard Academy is providing socially-distanced, in-person classes. Learn more about our COVID response at simons-rock.edu/covid19. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Advisor(s) - Committee Chair
Harry Robe, Leroy Metze, Carl Martray
Department of Psychology
Master of Arts
This study investigated tne effects of students' intelligence, locus of control, and creativity on teachers' perceptions of students. Sixty-three fourth graders and two teacners from a local school participated. :he Verbal Scale of the WISC-R, the Circles Test from the Torrance Tests of Creative fhinking, and the Nowicki-Strickland I-E Locus of Control Scale ior Children were administered to the subjects. The teachers were requested to complete the Teacher Perception of Student Role Performance Scale (TPSRP) on each child. This instrument yielded scores on three factors of student role-- Competence, Sociability, and Social Conformity. rultiple regressions were performed to determine the effects of the variables on teacher perceptions for the total sample, High Intelligence (HI), Low Intelligence (LI), and Average Intelligence (Al) groups. Intelligence was the single best predictor for the total sample. Intelligence and fluency contributed to the HI group's ratings on the three factors of the TPSRP whereas intelligence and elaboration were contributors for the LI group. In addition, the 'HI children were perceived as the least conforming (low SC scores) by their teachers and the LI children as the most conforming (higher SC scores) to the traditional, highly structured classroom environment.
Psychology | Social and Behavioral Sciences
Stevens, Gail, "Pupil Social-Stylistic Variability & the Teacher Perception of Student Role Performance" (1979). Masters Theses & Specialist Projects. Paper 2885. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Mayfield High school student receives honorable mention in 2020 Aldo Leopold writing contest
Community Snapshot: The Leopold Writing Program announced the winners of the 2020 Aldo Leopold Writing Contest. Two hundred three students from New Mexico in grades 6-12 entered this year’s contest, which asked students to submit original essays in response to the following question: How might reuniting our understanding of “ecology” and “economy” help solve today’s environmental problems? Mireya Sanchez-Maes, a senior at Mayfield High School, received an honorable mention award. Originally these students were going to receive their awards from New Mexico native Nobel winning climate economist William Nordhaus in Albuquerque on April 20 but that event has been cancelled. To submit an item for community snapshot, email photo and information to email@example.com. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | What are European Schools?
- There have been European schools in Schleswig-Holstein since 1996. These are schools that have been awarded a special certificate and have geared their school profiles to Europe-friendly guidelines. The goal of European schools is to bring the idea of a common Europe closer to students. By enabling students to come into contact with other countries and cultures, intercultural competencies and also European competencies are strengthened. The aim is to further integrate the topic of Europe into students’ everyday life.
What criteria must a school meet to become a European School?
- To be certified as a European School, a school in Schleswig-Holstein must meet five main criteria:
- Criterion 1: Cross-curricular European content is introduced into the classroom.
- 2nd criterion: There is a well-developed school foreign language program.
- Criterion 3: Partnerships and cooperation with other European schools are sought out and developed.
- Criterion 4: Teachers receive special training in European competence.
- Criterion 5: The school contributes to the regional dissemination of the European idea, for example by involving local partners.
Where are the region’s European schools located?
Currently there are 47 European schools in Schleswig-Holstein, associated with all the common types of schools.
- European schools in Flensburg
- Kurt-Tucholsky-Schule (community school with upper secondary school)
- Goethe School (ymnasium)
- HLA Flensburg (vocational training center)
- Other European schools in the Schleswig-Flensburg district
- Bernstorff High School Satrup
- Lornsenschule Schleswig (high school)
What other special features do European schools have?
- European schools offer a wide range of activities with a variety of thematic focuses. Recent years, for example, have given rise to competitions between Schleswig-Holstein European schools and their European partner schools and intra-European projects. One project example is an internship exchange with students from German schools abroad, with the goal of integrating them into our common European labor market. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | This highly interactive eLearning program helps counteract the shame, blame and stereotyping that create toxic environments and undermine productivity. Using the M.E.E.T. approach, employees learn to recognize, respond to and resolve situations that stem from differences. Employees take away a new appreciation for their personal responsibility to create a respectful workplace.
This program is delivered online through our TrainingFlow platform. We can track each participant as they complete the course. Each participant will receive a certificate of completion when they pass the course.
To preview this program, click the FREE Video Preview link below to enter our TAG (Training Assets Gateway) preview site. Call us for more information: 703-318-0838, or email us at firstname.lastname@example.org. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Mentoring and coaching plays a vital role in:
- Developing and supporting doctors
- Nurturing medical leaders
- Helping a doctor achieve their full potential
As a psychiatrist, it can help you at any stage of your career.
In dealing with the ever changing NHS, mentoring is one of the tools used to build personal resilience.
Dr Janice Birtle, the Specialist Adviser for Mentoring is working to champion mentoring and coaching throughout the College, and to support the setting up of mentoring schemes and to develop mentor training.
A mentor is a person who will support you by providing advice and support at any stage of your career.
Your mentor will usually be more experienced and qualified than you. They are often a senior person in the organisation.
The mentor can pass on knowledge and experience, provide or recommend opportunities which you may not have considered, so you can develop skills and competencies to progress your career, and provide contacts that you wouldn’t normally access.
- A personal approach to a recommended mentor or known senior colleague often works well.
- Most mental health trusts have in-house mentoring schemes for consultants, or know how to access mentors. Contact your clinical or medical director.
- If you are a trainee or involved in training, contact your Deanery to find out about their mentoring schemes.
- The Faculty of Medical Leadership and Management runs a mentoring scheme.
- Some College Divisions are developing mentoring schemes, with lists of volunteer mentors. This might help if you can’t find a mentor within your own organisation, or would prefer not to. Please contact us at email@example.com if you would like the details of your Division mentoring lead.
- The College has a small team centrally that oversees mentoring and takes the lead in managing the ‘Mentoring Network’.
- Nearly all the Divisions have their own mentoring leads which together make up the Mentoring Network. The leads are instrumental in promoting and supporting mentoring in their areas.
- Mentoring and coaching guide (unfortunately the training for new mentors mentioned in this guide is currently on hold, we are looking at ways to hold virtual training for mentors, please check this page regularly for updates)
- Guidance on setting up a mentoring scheme
- Guide to mentoring for psychiatric trainees
- Model mentoring agreement
- What is Mentoring? - Health Education England
Experiences of Mentoring
Dr Jan Birtle, Specialist Advisor for Coaching and Mentoring at the College, interviewed Dr Adrian James and Dr Hilary Grant about their experiences of mentoring. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Upcoming eventsEvent Calendar
How we help educators, students & families
Accelerate children’s learning and development.
Iowa’s AEAs provide educational equity for all Iowa children with emphasis on those with diverse learning needs.
Inspire educators to sustain superior learning outcomes.
Iowa’s AEAs provide professional tools and learning experiences to support the implementation of evidence-based curriculum, instruction, and assessment.
Innovate with schools to maximize system effectiveness.
Iowa’s AEAs provide economies of scale, and program and infrastructure supports.
Partner with community organizations.
Iowa’s AEAs provide expertise to healthcare and non-profit groups so that children who are experiencing delays can be evaluated by therapists and other specialists.
What we’re proud of
21 & 15
Public school districts and accredited nonpublic schools.
Staff dedicated to making a difference every day.
Students with an Individualized Education Program (IEP) both weighted and non-weighted.
Children age birth to 3 screened in 2019-2020.
“AEA services are huge for our family. We’d be confused, in a world of hurt without them. We wouldn’t have the knowledge or the skills to know the things we can do to easily incorporate into our day-to-day life. We get a lot more out of the sessions when we are at home in an environment that is comfortable for our family and our daughter. We’re so happy the AEA exists!” | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of others of the same age; or
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
If you have concerns about your child:
It might be that you have concerns about your child’s progress or worry that they appear to be struggling more than they have in the past. In the first instance you should communicate your concerns to your child’s class teacher. We try to communicate with you at all times and teachers will speak to you if they are concerned your child is not making the anticipated progress.
If you are worried that your child is not happy, struggling to remember facts, always in trouble or not making progress in reading, please speak to your child’s class teacher or Nicola Garge.
If your child does need extra help you will receive an appointment to meet your child’s class teacher and school SENDCo to discuss what they find tricky and how we propose to help them. When required this is written down in a plan called an IEP (Individual Education Plan). Your child may also be part of a group which receive additional support. These groups run during the school day and give your child extra practice at whatever skill they need.
To further support your child we also plan to give the children opportunities to try various sports and activities that they may not otherwise have the chance to do. We strive to help them find activities and skills they can thrive at, which helps boost their confidence in different areas of the curriculum and increases their self-esteem. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | We prepare our students with the skills and knowledge to engage in a rapidly changing world where technology is driving new ways of studying & working and relationships are no longer bound by borders. To be successful in this new connected world our students are graduating globally aware, skilled in communication and well educated.
Ensuring our students develop global citizenship understanding and are connected with the world around them, we embed an international perspective to learning across the curriculum. An international approach to education recognises that for students to have the global skills they need, they must have access to quality languages education and exposure to intercultural experiences throughout their schooling, which occurs throughout our student´s school lives at European International School of Barcelona.
Languages education provides a vehicle for increasing our students’ connections to the wider world and learning up to five languages makes sure our students have the communication skills needed to engage in the global society as real global citizens. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | In the 1960s, the brothers David and Roger Johnson, two professors at the University of Minnesota (United States), began to investigate and reflect on whether the individualistic learning approach typical of the time was beneficial for students and they defined cooperative learning: “It is a carefully designed system of interactions that organizes and induces reciprocal influence among team members.”
This methodology works on five essential elements:
1. Positive interdependence.
2. Individual responsibility.
3. Motor interaction.
4. Social skills.
5. Group procedure (when reflecting on the achieved goals).
This way, cooperative work promotes the establishment of a bound among the team members, fostering help, equitable participation, individual responsibility in each of the members, the analysis of the result by the group and the development of interpersonal skills related to encouragement, asking for help, give explanations, seek understanding, debating, solve problems or “criticize”ideas without criticizing people.
This learning approach gets students to work together (whether they want it or not) because their interaction is crucial to completing the task and achieving the common goal. That is, the goal is not only the final outcome, but also the process that leads to better learning.
The role of the teacher
In cooperative learning, teachers develop a proactive role. “They distribute students in groups, establish the rules and decide the roles that students will play. They also design the cooperative situation based on the elements that define this learning approach”, says Manso.Toe
5. Activities to get them started
Cooperative learning can be implemented from the earliest stages of learning and in all subjects. In a cooperative situation, the teacher will establish the cooperative group-class structures, as well as the working path and interactions that students will follow.
For example, a task could be related to writing: a letter written among several students. To carry this out through cooperative learning, the following steps could be proposed:
1. Prepare ideas separately. Each member prepares the ideas to be exposed in the letter, what fosters individual responsibility.
2.Share ideas and decide which ones are essential. By doing so, they share material and can get a collective reward when performing well. This fosters positive interdependence.
3. The role of the teacher. The teacher establishes the expected conducts within the group: participation of all members, not to leave the group, paraphrasing interesting ideas, etc., what promotes social skills.
4. Support among team members. The participants support and encourage each other and share impressions. They write the letter in turns, so motor interaction is used.
5. Final assessment. Finally, they check if all objectives have been achieved and they self-asses to find out improvement points, in a global group procedure.
These different steps and the interrelationship needs can be favoured with the creation of different spaces within the same classroom. The feeling of being in a safe space boosts confidence, acceptance and the commitment of each group member, and it fosters the skills and social maturing generated by cooperative learning.
Furniture as an ally
Understanding furniture as an enhancer of roles, interactions and experiences has helped boost these educational trends that are redefining the 21st century school.
Besides the comfort of a good structure, ergonomic design and high quality and sustainable materials, versatility is the main protagonist in the desks and tables proposed for cooperative learning.
By creating a favourable ecosystem, cooperation happens. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | One of the most common requests we hear on our presentation training courses is to help people be like other presenters they’ve seen, heard and admire.
Our response is always the same; you don’t have to be like someone else to become a great presenter. The best presenters are highly individual and don’t perform to a template or prescribed formulas. The presenters we tend to admire as ‘great’ speakers, get results through their own authentic personalities and speaking styles. That said, we do believe that many of those high impact presenters share one thing in common. It’s their the unquestionable ability to connect with their audience. Here at Mindful Presenter we have a simple motto which we love and live by:
‘Connecting is everything’
The best way we know to connect with an audience is through showing them SPACE:
That doesn’t mean you have to change yourself or follow a step by step blueprint but it does mean finding a way to reflect these qualities in a speaking style that works for you.
STRENGTH is the foundation of any great presentation. It includes strength of:
It means looking and sounding as if you mean every word you say. It means presenting your message with confidence, conviction and sincerity.
You don’t have to be an extrovert or naturally confident person to speak with strength. You just have to believe in your message and in the difference it will make to your audience. Strength comes from speaking with the tenacity and faith that you have something important to say.
Without that belief most presenters struggle. In her article, ‘The One Thing You Must Do To Make Your Message Relevant’, Stephanie Scotti sums it up beautifully: ‘To state it simply, if you don’t believe in your message, neither will your listeners. Some speakers make the mistake of relying too heavily on personal charisma, hoping that will be enough to get the audience to buy into the content of the presentation. In reality, that doesn’t work. People can sense when something is “off.” They might not be able to explain it but listeners know when you are not authentic, and the result is an automatic disconnect. You can’t make it by faking it!’
If your content isn’t rich, strong and isn’t carrying your unwavering belief that it is of signifiance to your audience, it will be forgotton by the time your audience return to their desk or the car park. One of the many sources of anxiety for presenters is their content. Presenters often have a wealth of knowldege and data but if they don’t feel the personal relevance and value it will have for their audience they will feel excessively anxious.
Many presenters dread the very thought of presentation nerves or anxiety without appreciating one very important reason as to why it exists. As strange as it may sound and as difficult to accept, anxiety exists to protect both ourselves and our audience. I like the way Katharina Star, PhD, writes about it in her article, The Benefits of Anxiety and Nervousness.
At Mindful Presenter we believe it’s the minds way of ensuring that we don’t just set out to dump a ton of data on human beings and hope that they ‘get it’. Everything we share with our audience has to be crafted to make a difference to their professional or personal lives.
PASSION is the jewel in the crown of memorable presenting. Arguably, it’s a presenters greatest strength.
Passion isn’t a gimmick, tool or technique, it’s a feeling, an intention and drive.
When you show up with passion for a presentation people pay attention and they know when you’re passionate because you are animated, engaging, and enthusiastic. Passion is the art of showing you really care about the topic you are presenting. If you don’t care, you can be very confident that your audience will sense your apathy in a heartbeat. I like the way Dr. Nick Morgan puts it in his article, ‘How to Communicate with Passion:’
‘We don’t fully trust people until we’ve seen them get emotional — angry, sad, ecstatic — because these moments allow us to take the measure of their values.’
Even the most mundane content can be brought to life through passion. You can demonstrate passion by sharing insights, stories, experiences and showing your audience how much you care.
Once your intention is clear and meaningful it becomes much easier to speak with passion. These 5 tips included in, Five Ways To Speak Passionately Without Getting Too Emotional. are worth considering.
AWARENESS is the beginning of the presenter’s journey.
Who your audience are
What you have to offer them; how can you help
Your message and the difference it will make
How much your audience know and care at the moment
You personal communication strengths and challenges
What you want your audience to do
How you want your audience to feel
How do you sound verbally when you speak
How do you look when you speak
Awareness is a skill which like any other skill can be nurtured, strengthened and developed. If you’re interested in learning how to develop a much higher level of personal awareness take a look at and listen to the audio link in Dr Dan Siegel’s, ‘Wheel of Awareness.’
CONNECTING is everything.
Regardless of your position or status, we all have one thing in common; the need to feel connected!
Presentations are an incredible opportunity to fuse that connection and it’s easy if you make it your number one priority. Self- disclosure is a great way of starting and you can do this by letting your audience into a little part of your world by telling them something about you.
Sharing your personal experiences, feelings, hopes and even anxieties will allow your audience to connect with you far more openly. Show your audience:
That you’re human and vulnerable just like them
That you have their best interests at heart
That you care
That you can see things from their perspective and that you’re in this together
In his article, ‘How to Use The Power of Storytelling to Connect With Your Audience’ Pawan Kumar, shares a mutual belief that ‘Stories are a great medium to express your views, impress people and make a human connection with them.’
EMOTION is the deepest function of the mind, and what better way to connect with your audience than by helping them to feel something?
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”
Be mindful about how you want your audience to feel at the beginning, during and at the end of your presentation. In a previous article I wrote called, ‘The 5 Most Important Words in Business Presenting’, I shared our passionate belief that those 5 words are,’ Please Make Me Feel Something.
A simple but exremely powerful formula to susbstantially increase the likelihood of your audience feeling something is to:
Look them in the eye
Our readers are always looking for powerful ways to give their audiences SPACE so if you have some that work for you and would like to share please feel free to do so in the comments section.
Public speaking is one of the most sought after and important skills for professionals today so watch out for future articles we will be posting regularly. You may also want to consider getting yourself some great public speaking coaching to set you on your way.
I really hope you enjoyed this post. If you did, please feel free to share it through your preferred social media channels below and subscribe to our mailing list so you won’t miss any future posts.
If this article has inspired you to learn a little more about how effective your presentation skills are you may want to take a look at our presentation training and our public speaking coaching pages to see how we may be able to help you. You will also find a great deal of really helpful ‘free’ information in our Learning Centre.
Image courtesy of: pixabay.com | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Number of Participants: 10
Hours Donated: 2
Value of Time Served: $169
Event Amount Raised: $7,300
Event Type: Health & Medicine
Date: March 18, 2016
82 Rocky Point Yaphank Road Rocky Point
New York 11778, United States
A sea of green blanketed the gymnasium at Rocky Point Middle School when the building hosted its first St. Baldrick’s Day program this March.
The event, which is hosted throughout the month in locations nationwide, aims to bring awareness to and raise funds for childhood cancer research. Rocky Point’s program commenced with performances by three Irish step dancers and a professional bagpiper. Then, with the help of the high school’s cosmetology stylists, close to 20 students, student athletes and teachers showed their support for those suffering from cancer by bravely shaving their heads.
The event raised more than $7,300 for the cause, well exceeding the school’s initial goal of $5,000.
Photo Caption: Rocky Point Middle School hosted a St. Baldrick’s Day event this March, which raised more than $7,300 to support childhood cancer research.
Photo courtesy of the Rocky Point School District | Group Facilitation & Communication Techniques | 7 | 0 |
2 | A liberal arts degree offers a well rounded educational background based in knowledge of the social sciences, natural sciences, and humanities. Studies within the liberal arts give students the ability to concentrate in courses based upon and ideas rather than technical knowledge based upon specialized, professional, or vocational training. Liberal arts programs feature a wide range of information and provide a solid educational foundation necessary for a number of potential careers.
To assist in selecting a program of study, due to the number of educational options available in the field of liberal arts, here are the Top 10 Highest Paying Jobs For Liberal Arts Majors.
Psychologists are mental health experts who observe, interpret, and keep records of the mental processes and behaviors of humans and/or animals. Psychologists also identify behavioral patterns using principles, procedures, tests, and scientific methods to gain a greater understanding of interpersonal, cultural, and organizational interactions. Psychologists then assist clients in improving their behavior, function, and overall quality of life by diagnosing and treating the thoughts, feelings, and actions which impose upon healthy development. Professionals who work as psychologists must complete a minimum of a master’s or doctoral degree in clinical, counseling, or research psychology to qualify for employment within a number of industries. Earnings for psychologists are dependent upon the organization of employment and generally range from $67,000 to $90,000 annually.
Writers prepare articles, books, stories, and content for magazines, journals, newspapers, radio, television, and websites. Writers conduct research, hold interviews, offer opinion, report facts, develop content for advertisements, or compose technical instructions. Most writers complete formal educational training within English, writing, communications, advertising, and journalism programs to gain the formal background necessary to advance to employment. Writers may specialize training within creative writing, technical writing, journalism, and communication fields to expand knowledge and enhance skills. Experienced writers earn salaries of $57,000 to $65,000 annually.
Sociologists research the behavior of groups, cultures, institutions, and organizations. Sociologists also study origins, interactions, and behaviors of social, political, religious, economic, and business organizations by analyzing patterns, comparative analysis, and developing theories to explain social trends, social movements, crime, and epidemics of illnesses. Sociologists offer results of their research to educators, administrators, lawmakers, and other public figures to assist in resolving social issues, improve laws and public policies, and increase the awareness of social influences and trends. Sociologists are required to complete bachelor degree programs in sociology or political science for entry level research, governmental, or consulting positions. Graduates with master’s degrees qualify for upper level positions as administrators or researchers and those with doctoral degrees often assume college level positions as professors. Annual salaries for sociologists range from $55,000 to $97,000.
Teachers of all levels generally complete studies within liberal arts based education programs focused upon the arts, language, sciences, social sciences, and other subjects. As the education system evolves, the demand for qualified professionals is expected to increase dramatically to fill vacancies as teachers retire and populations expand. Training to become a teacher requires a four year undergraduate degree combined with specialized studies in master’s level educational fields. Earnings for teachers are based upon the grade level they teach as well as experience and educational levels. Yearly earnings for most elementary, middle, and secondary school educators earn $47,000 to $52,000.
5. Human Resources Specialists
Human Resources Specialists are business professionals who recruit, train, motivate, and retain a business’s most important asset: employees. Human resources specialists work closely with top executives in developing plans and policies, enhancing morale, and devising means of increasing productivity while minimizing job turnover and maximizing performance. Human resources specialists often also handle employee benefit programs, employee compensation, and coordinate grievance procedures or management disputes. Human Resources Specialists work closely with directors of human resources, managers, executives, and staff to ensure the best work environment for all parties. Training to qualify as human resources specialists involves a bachelor or master’s degree in human resources, business administration, personnel administration, labor relations, or behavioral sciences. Qualified human resources specialists earn $42,000 to $68,000 annually.
6. Public Relations Specialist
Public Relations Specialists are responsible for establishing and maintaining relations between their clients, investors, consumers, reporters, and the public. Public relations specialists develop a positive public image for employers and clients by creating press releases and logos, supervise and directing public relations programs, and assist with raising funds geared toward maximizing profits through corporate sponsored events. Public relations specialists act as or designate spokespersons to represent a company’s brand and image. They also offer strategic planning to top executives and ensure the information presented to the public is legal and accurate. Additionally, Public Relations Specialists analyze social, political, and economic trends to improve an organization’s image. Public Relations Specialists must complete a minimum of a bachelor’s degree in advertising, communications, journalism, or public relations to qualify for employment though many employers prefer candidates with master’s degrees for managerial positions. Most public relations specialists earn salaries of $ 40,000 to $73,000 yearly.
Archaeologists are professionals who study the origin, evolution, and behavior of humans through the excavation, recovery, and research of specific cultures, languages, customs, and physical locations. Archaeologists use tools and equipment to discover features, like foundations, hearths, and storage pits, as well as artifacts, like coins, beads, tools, pottery, and other objects buried within the earth, and then map or draw the locations where items are recovered. Archaeologists then gain insight of the history, customs, and societies of earlier civilizations by researching the artifacts and remnants they find. Qualifying for employment as an Archaeologist involves completing a master’s or doctoral degree combined with field experiences to gain the refined skills necessary to advance as professionals. Annual earnings for archaeologists range from $40,000 to $71,000.
8. Social Worker
Social Workers offer clients services necessary to handle difficult situations, unfortunate life circumstances, illnesses, traumatic events, and family or relationship issues. Social workers also research and locate resources to help individuals or groups of people access assistance programs, counseling, career training, substance abuse treatment, housing programs, and other services. Social Workers may specialize in child, family, medical or public health, mental health and substance abuse, or educational fields upon earning their bachelor’s or master’s degree in human services, psychology, or sociology and completion of certification offered by the National Association of Social Workers. Licensed social workers earn salaries of $37,000 to $56,000 yearly.
9. Sales Representative
Sales Representatives develop plans and devise means of promoting a firm’s products or services to clients, buyers, dealers, distributors, and purchasing staff. Sales Representatives develop relationships with current and prospective clients by traveling for meetings, demonstrating products and services, and advising clients. Sales representatives work closely with sales managers offering assistance researching sales statistics and means of increasing sales potential. Most sales representatives complete studies within associate or bachelor degree programs as well as on the job training. Sales Representatives generally pursue degrees within marketing, business administration, or economics combined with liberal arts studies in communication, anthropology, foreign language, and sociology to gain insight into the motivations behind human behavior and decision making. Earnings for Sales Representatives are far ranging and dependent upon experience level, organization of employment, and industrial factors. Sales Representatives frequently earn salaries of $36,000 to $75,000 annually with additional earnings for commissions.
10. Design and Graphic Artists
Design and Graphic Artists are responsible for designing, analyzing, and producing visual images for governmental or business products and services. Design and Graphic Artists use specialized computer software or hand drawn sketches for promotional illustrations, texts, photographs, animations, and other print techniques. Images created by design and graphic artists are used for advertisements, promotional materials, marketing brochures, signage, displays, and logos. Designers work closely with copywriters, clients, and other art or creative directors to produce the desired textual elements for magazines, websites, newspapers, journals, and other printed materials. Design and Graphic Artists are required to complete bachelor degree programs in fine arts or graphic design to advance to entry level employment. Earnings for design and graphic artists range from $33,000 to $60,000 yearly.
- Top 10 Highest Paying Jobs For Arts Majors
- Top 15 Affordable Master’s Degree in Film Studies Online Programs
- Top 10 Affordable Online Bachelor’s Degree in Culinary Arts Programs | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Equipping future generations with the skills needed in tomorrow’s world will inevitably include making sure they have a growth mindset. Teachers need to do more than just teach the regular subjects and skill sets, but to inspire a particular kind of mentality ready for overcoming challenges with creative solutions that foster growth.
What is a Growth Mindset?
A fixed mindset believes people are bound by limited innate qualities, while growth mindsets believe that real talent and skill come from effort. In a fixed mindset, people are afraid of taking risks and making mistakes. In a growth mindset, successes and failures are both seen as opportunities to learn and grow. In a fixed mindset, people believe that their intelligence or talent are just fixed traits.
In a growth mindset, the brain is considered a muscle that gets stronger with use, and is more accepting of challenges. A growth mindset sees a challenge as an opportunity to learn and improve. This means students will thrive in situations where they need to make an effort, take risks, and learn from mistakes.
The following are characteristics of a growth mindset:
-Creativity is very important in learning
-Problem solving is the key to success
-Mistakes are opportunities for growth
-Every student can achieve greatness with hard work
3 Ways Teachers Can Instill a Growth Mindset into Students
It is important for teachers to remember that many students believe their skills are something they cannot change, and therefore might feel like any time spent trying to improve is a waste. Teachers can help students develop a growth mindset by encouraging them to keep moving towards their goals, no matter how much work it takes. Here are three ways this can be done:
Set Up Your Classroom for Student Success
Growth mindset lesson plans with proper set ups ensure that students are given opportunities throughout the day to problem solve, take risks and think outside the box. The more students are given these opportunities, the more they will believe that their abilities can change and grow with time.
An example of a growth mindset prompt could be for students to explore the idea of how they can get more done in one hour than what might normally take them two hours. What would need to happen for this task to be completed faster?
Another example would entail encouraging students to try something new for the mere purpose of ensuring continuous exposure to different ways of thinking and behaving.
Teach Students to Problem Solve
Using daily problem sets in the classroom is a great way for teachers to encourage growth mindset thinking. These problems should be challenging but not impossible, and students should be given explanations for why their answers might be wrong. Having the opportunity to continually work on these problems will help students see that learning consists of more than just getting an answer right, but figuring out what concept they did not understand.
Formative assessments can be used to give immediate feedback so students get to keep working on the problem and get help quickly. Using formative assessments will also give teachers insight into the specific areas students might need more help in, and therefore can be able to work on these skills with them directly.
Stop Talking About Intelligence as an Inherited Trait
Many people believe that their intelligence can be measured by tests like the SAT, but this leads to discouraging fixed mindsets in students. Teachers can push against this idea by emphasizing that intelligence is not something they are born with, but the result of hard work and perseverance.
Growth mindset sayings for students could be:
“Today we are going to try something new and share what we discovered.”
“There is no such thing as failure when you learn from your mistakes.”
Why a Growth Mindset Is Crucial for Students to Learn
Students with a growth mindset have increased motivation and academic achievement compared to those who have a fixed mindset. This means that students can truly flourish if they believe that their abilities are something they can develop through effort.
Students who believe intelligence is fixed will resist challenges to avoid looking unintelligent or insecure. Those who believe that intelligence can be developed are more likely to embrace challenges and work hard. Furthermore, when it comes to facing challenges, such as topics they’re struggling with, those with a growth mindset are more likely to keep trying to get better, while being less harsh with themselves if they don’t excel as much in some areas as others.
By believing that mistakes and failure are actually stepping stones towards success, the students of tomorrow will have more resolve to find opportunities for growth where difficulties are presented. They’ll see hard work and creative thinking as more valuable than innate talents.
Teachers must understand that developing a growth mindset is not an easy task. It will take time and effort for students to see that their abilities can change and grow, but teachers play an essential role in helping them see this.
SchoolCues is an all-in-one school management system for small schools with limited budgets and resources. Our solutions include admissions and enrollment, online payments, student information system, gradebook, communications, parent engagement, donations and fundraising, alumni management and more. Schedule a demo with us today. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Aug 17, 2022
CRRS 1010 - Career and Life Planning Credits: 2
Hours/Week: Lecture None Lab None
Course Description: This course guides students through the lifelong career exploration and decision-making process, using various career planning strategies and resources. It includes an examination of individual strengths, personality types, interests, values, and skills. Student will explore the world of work, examine educational options, and establish specific goals. The course presents processes for determining what gives meaning to students’ lives and integrating the work role with other life roles.
Restriction: Cannot be taken for credit if credit has been received for CRRS 1005 .
Prerequisite(s): Course placement into ENGL 0950 and RDNG 0950 or above OR completion of RDNG 0940 with a grade of C or higher OR course placement into ESOL 0051 and ESOL 0052 and ESOL 1033 OR completion of ESOL 0041 with a grade of C or higher and ESOL 0042 with a grade of C or higher and ESOL 0043 with a grade of C or higher.
- Introduction Career development theory Career decision-making as a process Decision-making styles and obstacles
- Life Roles Integrating work, family, and leisure Social influences toward career choice
- Putting It All Together Goal-setting Educational/career planning Job search, resume writing, and interviewing skills
- Self-awareness and career choice Identify interests, skills, values and how they relate to the work world Personal growth and change Communication skills for work and life
- World of Work Classifying work environments Gathering occupational information Career resources
At the end of this course students will be able to:
- discuss fundamental career development concepts
- discuss the lifelong career decision-making process.
- identify interests, personality types, skills, and values that affect career choice.
- identify cultural and social influences that affect career choice.
- discuss integration of work roles with other life roles.
- demonstrate effective job search skills
- formulate an education plan
- formulate career goals and plan.
- use a variety of career resources including the GPS LifePlan.
Competency 1 (1-6)
Competency 2 (7-10)
Courses and Registration
Add to Portfolio (opens a new window) | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Under the No Child Left Behind Act of 2001, Section 1116 (e), students from low-income families attending schools that do not make adequate yearly progress for three or more years are eligible to receive Supplemental Educational Services (SES). ISBE’s Data Analysis Division determines school status for each school year and publishes a list.
“The mission of Bluffview Elementary School is to provide a safe, enriching environment where all students are challenged to develop the social and academic skills to become life-long learners”
Bluffview Elementary School wants parents to be involved in our school community and their child’s learning. Some of the programs we have for our parents are a volunteer program and PTO. Parents working with our PTO have input into our Family Engagement Plan, Bluffview Handbook Conduct Policies, and School Improvement Plan.
Our test scores on the New Illinois Learning Standards continue to be strong. Bluffview School scores can by found on the Illinois State Report Card which can be accessed on-line at www.Illinoisreportcard.com or by contacting the school.
Our staff, with parental input, creates a School Improvement Plan (SIP) to look at academic achievement. We have totally revised our curriculum to align with the new Illinois Learning Standards to improve math and reading achievement. Bluffview Elementary School uses federal and state grant money to provide or purchase:
Small group reading tutoring in kindergarten;
Small group guided reading in grades 1-2;
Intensive reading assistance in grades 1-6 for at risk students;
Purchase of new materials to help with math and reading instruction;
School wide professional development especially in the area of math, writing, and reading.
Purchase Promethean Boards for every classroom and lease Chromebooks for students in grades 3-6.
Without these grants, much of the extra assistance and materials we provide to our students would not be possible. If you have any questions about any of our programs to help students, please contact Victoria White, Title Coordinator, at 286 -3311. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Boy Scouts Fargo Center4200 19th Avenue South, Fargo, ND
This is a members-only event and is free of charge. Space is limited. Registration will close when capacity is reached.
Workforce shortages issues have created an increased emphasis on workforce development strategies. Employers need to explore all means/methods to recruit and develop the talent needed to grow their business. Thousand of post-secondary students attend our community colleges and universities. This presentation is designed to highlight the importance of creating & expanding internship opportunities with the university and community college partners as an overall recruitment/retention strategy. Hear from our local colleges on how to connect with their programs and students who will speak about their internship expectations and experiences. Receive resources that will assist you with starting your own internship program.
Cindy Boe is the Career Services Director at Minnesota State Community & Technical College in northwest Minnesota. Cindy has a Master of Science in Counseling & Student Affairs and 10 years of experience in the career services and human resources fields.
Loren Haagenson has been the Human Resource Instructor and Program Advisor at Minnesota State Community and Technical College, Moorhead MN for the past 14 years. Along with his teaching experience he also has 10 years of human resource management and supervisory leadership experience. Loren maintains his Senior Professional Human Resources (SPHR) and (SHRM-SCP) certification.
Jennifer Dahl is the Youth Office/Operation Intern Coordinator at the ND Department of Commerce. She works to promote North Dakota’s workforce and education opportunities to high school students. She also partners with Job Service in promoting internships. She received her Bachelor’s degree in management and marketing from Minot State University.
Sara Van de Streek serves as the Internship Coordinator for the NDSU Career Center. She works with students, employers and faculty to promote the internship program. She has worked at NDSU since 2007 and is a graduate of NDSU with Mass and Speech Communication degrees.
As director of the NDSU Career Center since 1998, Jill Wilkey has experience working with myriad employers and students who have experienced internships. Jill holds a Bachelor of Science degree from NDSU and has over 30 years of experience in student affairs in higher education, specifically in career development and job search techniques.
Brenda Cornell is a Business Services Consultant at Job Service North Dakota for seven years. She works to bring employers and job seekers together. She holds a BS in Business Management form Minnesota State University, Moorhead.
Tina Amerman joined Bobcat Company/Doosan in 2004 as a recruiting & staffing specialist. In her current role as Director of Human Resources, she is responsible for providing human resources to over 500 employees across multiple locations in the US, Canada and Australia based out of West Fargo, ND. She is responsible for providing HR functional leadership and direction for all non-operations functions in the areas of Organizational Design, Talent Management, Performance Management, Employee Relations, Training and Recruitment She is credited for developing an internship program which boasts over 100 students and serves as a critical talent pipeline for the entire company.
Tina graduated from University of Mary in Bismarck, ND with a Masters in Management with an emphasis in HR and BS in Business Administration.
Approved for 1.0 HR (General) credit / 1.0 SHRM credit.
Breakfast will be provided. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | In late spring, students in grades 3 through 8 participate in the CA Assessment of Student Performance and Progress (CAASPP). CAASPP testing provides just one of many snapshots of student learning and growth.
To help parents understand what CAASPP testing is about, click on the links below.
Parent Guide to Understanding the Smarter Balanced Summative Test
CA Science Test (CAST) - taken every spring for grades 5, 8 and 11
CA Alternate Assessment (CAA) - taken every spring for students with individualized learning plans
For the first time, test scores will be made available online in summer/early fall. You will receive notification via email or text when they are available. Please be sure your primary email address and/or cell phone number is up-to-date with your student's school office.
To learn more about the test and score results, please visit the Starting Smarter website.
is a test that is used to measure how well students in kinder through grade twelve understand English when it is not their primary language.* This assessment replaces the CELDT give in the past.
*wording from cde
Parent Guide to Understanding the ELPAC
- Click on the link to find out the basics of the ELPAC assessment.
Test Scores - Initial Testing
Test Scores - Summative
For all Parent ELPAC resources, click HERE
PHYSICAL FITNESS TESTING (PFT)
Each spring, students in grades 5, 7 and 9 are given a physical fitness test. Click on the following link to learn more.
Test scores are available in the fall after the student has tested. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Department of Health
The Northern Ireland Social Care Council in partnership with Skills for Care and Development, the University of Ulster, Queens University Belfast and the Office of Social Services has developed a new and innovative mobile application for Child Development.
The mobile app is a free resource which has been developed to give social workers, those who work in early years and other professionals in child care, instant access to high quality information on child developmental norms relevant to the 0-6 year’s age group.
The child development app is the first of its kind in Northern Ireland and is available on tablet and mobile phone in Apple and Android format free of charge. It is available to download from ITunes and Google Play at the following links;
Department of Education
The attached report provides information on the expected developmental milestones for children in the Early Years. Parents may find this information helpful in supporting their child’s development within the home. The publication is entitled:
“Early Years Outcomes: A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years”, DE (UK) September 2013.
(LINK TO THIS PUBLICATION – once approval from DE is received)
Special thanks to “Looking for Childcare?” publication by Sure Start, dated Spring 2007 from which some of this advice was drawn. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | “At the Reid School we educate the whole child.”
Accredited by AdvancED
Validated by the U.S. Department of Education
This school is authorized under Federal law to enroll nonimmigrant alien students.
Parent-and-Infant (6-36 months)
Kindergarten through Grade 5
Grade 6 through Grade 9
(Accredited through Grade 12)
Tuition/Fees at a Glance
Kindergarten ½-day – $6,924
Kindergarten Full-day – $11,096
Grades 1 - 3 – $11,096
Grades 4 - 5 – $11,441
Grades 6 - 12 – $11,741
Students who desire a platinum–plus education which guarantees
future high school
Reid School students not only achieve academically at significant levels, but their artistic levels outrank all Utah schools. Students of all levels of ability excel at Reid School.
ECRI Model School
Reid School's academic program uses the Exemplary Center for Reading Instruction (ECRI) instructional methods.
ECRI is designed as a practical guide to teach reading/language skills to students in grades K-12.
Students are placed at their instructional levels in Reading and Mathematics.
Students move ahead as they achieve mastery. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | 21 Oct People beware Stealth documents may result in programs that are incomplete
A great lesson program publication might perhaps not function as the answer all your teaching dilemmas, but it could certainly aid with regard to staying structured. The major objective of the lesson is for the pupils to start contemplating problems they may need to reveal within their composition. A love for creating doesn’t always lead to the capacity to write a thorough company Language lesson plan. Employ the fundamentals of instruction to your own post creating practice. Assemble a training plan that would not directly relate to what it is that you’re educating. Showing this in mind, it ought to be simple for teachers to observe why having the correct skill whilst composing plans is very important. The expectations are extremely different for every grade level and the 3 teachers may teach very different lessons and still reach that object. This won’t just make the instructors’ function simple however it’ll furthermore make area for enjoyment. I’m heading to become a history teacher.
While you’ve organization information and this occupation to that you’re publishing a resume you have to take a look at targeted letters.
It’s actually no solution that several instructors may object the thought of writing plans. Each student is needed to pick her or his own issue to study. So educate your students a means to accentuate their decisions. Convincing writing may be outstanding method of get youngsters interested on paper. Whenever you might be writing your research paper’s opening, you need to be building it around a certain summarize that supplies a complete review of the paper. That’s when I do my very best creating. Writing is scary for loads of studentsand guys and women generally. Each paragraph will get a topic word that is among the reasons to trust the thesis.
From the weightroom towards the classroom.
They too may discover that once the section is truly nicely written, it is really simple to identify the bits. This actually is an outstanding brooding workout for beginners to evaluate by themselves if they’re composing well – produced sentences. They must be able enough to emphasize particular illustrations from the text. This doesn’t must be in the state essay form or ideal phrases. 1 reason this works is the initial topic sentence uses right following the thesis within the article, as usual, therefore we are able to easily understand the link. There are a number of extra curricular routines which may help a pupil secure a much better scholarship, nevertheless in the end, in the event the student doesn’t like the special extra curricular activity the pupil wouldn’t secure much satisfaction from it. For mathematics it’s potential to make an rushessays pleasing calculator activity.
Whichever matter or topic you decide on, it’ll be exceptional and expertly prepared
Handouts are offered for several assignments. Visit The Creating Tutor to acquire giveaways or to get more info about one or maybe more of those assignments. Some areas only want a simple bones of what you think to do, although some would rather have a more thorough explanation. Make because many copies in advance as feasible as you might not have time afterwards. That stated it’s generally more advisable to write your very first draft weeks ahead of time so as to give your self time to investigate and change. Make sure to try to locate this done early within the year as you might not have enough time after. Narrative documents comprise stories which are intended to demonstrate a stage. You’d merely like to get because many notions down as feasible. Photo books include an extensive array of subjects as well as designs. It doesn’t have any Newness Key Words to create visitors curious about what’s next. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | $267 Million to Upgrade Math and Science Education
May 29, 2009
The Ministry of Education will launch a SR 1 billion ($267 million) project to upgrade math and science syllabi in the Kingdom’s schools, Al-Watan newspaper reported today.
The new math and science curricula will be introduced in the first and fourth standards of primary schools and the first standard of intermediary schools beginning next academic year. The new curriculam will be introduced in secondary schools the following year.
Muhammad Asiri, secretary-general of the project, said in order to successfully implement the project, classroom teachers and education supervisors need to be trained in modern teaching techniques. Asiri said 4,000 teachers have already been trained and about 550 education supervisors are undergoing training in the new teaching methods, Al-Watan reported.
Asiri said the project is expected to be completed in three years. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Dr. Susan Hedges (She/Her/Hers) earned a Ph.D. in education with a focus on special education from the University of North Carolina at Chapel Hill. In addition to working with SDAP, Susan is an Assistant Professor in the Department of Reading Education and Special Education at Appalachian State University. Her research interests include technology supports for students with autism, enhancing whole school environments in support of students with autism, and improving post-school outcomes for students with autism. She has presented at national and international conferences. Her published work can be found in peer-reviewed journals including the Journal of Autism and Developmental Disabilities,Autism, Exceptional Children, and Remedial and Special Education.
Email address: Email me | Group Facilitation & Communication Techniques | 7 | 0 |
2 | On February 12-16, 2018 University of Vienna hosted EU funded Erasmus + CBHE INTEGRITY project’s First Consortium Kick-off Meeting organized in cooperation with Ilia State University as the project coordinating institution. This aim of the event was introduction of project consortium key staff, presenting the project details, highlighting project’s financial and administrative regulations and requirements, analyzing work packages and relevant deliverables for project’s Year 1.
First two days of the workshop was dedicated to the project management, whereas the rest of the 3 day was TOT that covered the following topics: project coherent PR Campaign, faculty/teaching staff training, institutional policies on plagiarism, reviewing academic writing curriculum against standards and requirements established for written academic communication, developing student support services that aim enhancing student services and academic writing tutoring opportunities. Additionally, project specific activities were identified and relevant dates approved.
Project in Brief
The core objective of the project Academic Integrity for Quality Teaching and Learning in Higher Education Institutions in Georgia (INTEGRITY) is to enhance the quality of teaching and learning processes that are based on the principles of academic integrity and supported by policies, mechanisms and tools that help prevent and detect cases of plagiarism in higher education institutions in Georgia.
Project Core Activities and Outcomes
- Plagiarism Prevention & Detection Electronic Program Introduction in Georgian HEIs: to introduce plagiarism detection and prevention electronic program in Georgian universities, and integration into the existing Moddle system.
- Coherent and Consistent PR Plagiarism Awareness Campaign in HEIs in Georgia to design and launch a PR campaign as an important promotional mechanism that targets both students and faculty/teaching staff.
- Faculty/teaching staff training modules in effective assessment, teaching and learning to enhance student performance against the principles of academic integrity.
- Student Services that aim at developing and enhancing student services and academic writing tutoring opportunities to boost their writing skills with an eye on academic integrity.
- Academic Writing Curriculum Review – HEIs in Georgia will review their academic writing curriculum (bachelor, master and PhD level) against standards and requirements established for written academic communication.
- University Policies and Resources – The project aims at helping higher education institutions shape their consistent framework of policies and regulations that are conducive to quality teaching and learning processes based on the principles of academic integrity. Importantly, it allows universities to develop their resources (e.g. guides) and introduce advanced tools (electronic programmes) to support effective academic instruction.
Project EU Partners
- University Of Roehampton (Uk)
- University Of Uppsala (Sweden)
- University Of Viena (Austria)
- Dublin City University (Ireland)
Georgian Partner HEIs
- Ilia State University (Coordinator)
- Tbilisi State University
- Batumi Shota Rustaveli State University
- Iakob Gogebashvili Telavi State University
- David Aghmashenebeli National Defence Academy Of Georgia
- Shota Meskhia State Teaching University Of Zugdidi
- Samtskhe-Javakheti State University
- Akaki Tsereteli State University
- Caucasus University
- Bank Of Georgia Teaching University Ltd
- Academy Of The Ministry Of Internal Affairs Of Georgia
- David Tvildiani Medical University
Government & Associate Partner
- Ministry Of Education And Science Of Georgia (Structural Measure Key Partner)
- National Center For Educational Quality Enhancement (Associate Partner) | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Please consider registering for “Developing Inclusive Library Services to Teens with Disabilities,” a free webinar from Minitex on September 20th, 2017 at 10am.
Minitex is an Information and Resource Sharing Program of the Minnesota Office of Higher Education and the University of Minnesota Libraries.
Public libraries have a mission to serve and include all members of the community, including teens with disabilities. Librarian and advocate Renee Grassi will show how you can develop a comprehensive plan to welcome teens with disabilities at your library. In this workshop, attendees will learn about collections and technologies for teens with disabilities, innovative programs ideas, and suggestions for outreach and forging partnerships in the community. Participants will also learn how to develop best practices for building relationships with teens, working with caregivers, and inclusive customer service.
Renee Grassi is the Youth Services Manager at Dakota County Library System for the Greater Minneapolis-St. Paul Area. She is an Advocate for accessibility, diversity and inclusion in libraries and specializes in project management, staff training, community engagement, and library design. Renee is a 2012 Library Journal Mover and Shaker! | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Jennifer Daniel of Princess Chambers Prom Program for Low-Income Teens Talks at Brooklyn Community Services’ Brooklyn High School for Leadership and Community Service
Jennifer Daniel’s presentation on self-empowerment through proms inspired students at the Leadership Speakers Bureau program at BCS Brooklyn High School for Leadership and Community Service. It is a transfer high school for over-age, under-credited youth ages 16-21. Since she founded Princess Chambers in 2009, over 750 low-income teen girls have received prom gowns, outfits and self-esteem mentoring.
“The princess makes an entrance after she leaves her chambers,” she explained to the students at school’s Brooklyn Leadership Speakers Bureau program. “I think your life is just beginning after the prom.”
Since the Crown Heights resident launched her nonprofit in 2009, Princess Chambers has donated prom outfits to over 750 low-income teen girls. In addition, Daniel has also mentored the young women on making wise decisions on prom night regarding safety, sexual conduct and substance abuse.
”I think one of the biggest things is just believing in you,” she said. “How you see yourself is how you’re going to be seen.”
Daniel developed this stylish nonprofit when the St. John’s University grad was an insurance broker. She wanted to be a social entrepreneur and recalled the sacrifices her single mother made to ensure she was able to attend her prom. Princess Chambers provides free prom dresses, shoes, and accessories so young women can feel confident and elegant during their special rights of passage. Each teen is selected and referred to Princess Chambers by their guidance counselor or youth program director, based on academic success, financial need and self-esteem assistance. Princess Chambers has volunteers and is creating a peer mentoring program.
Although BHSLCS does not have a prom, students were enthralled by Daniel’s messages from self-esteem to being a social entrepreneur. “You need to tap into your network. You might have friends with skills that you don’t have. It’s important to ask for help,” she explained. “If you have an idea, do it anyway. If you failed, at least you did it.”
“I want students to be inspired to dream big and live out their purpose,” she explained.
“Jennifer was very inspiring. It was amazing to see the interest in our students' faces,” said Angela Chiappara, Program Director at BHSLCS. “Already, several of our young women are interested in volunteering and interning with Princess Chambers.”
BHSLCS is a joint venture between the New York City Department of Education and BCS. Based in Clinton Hill, it’s a transfer high school for over-age, under-credited youth ages 16-21 who have either fallen behind in high school or dropped out. BHSLCS has a student-centered, challenging and personalized education that empowers young people to be fully participating community members, leaders and lifelong learners. Students earn a Regents diploma and are encouraged to transition to either college or a career.
The Brooklyn Leadership Speakers Bureau recruits a diverse range of successful and dynamic speakers to visit the school and talk with students about their careers, life journeys and lessons learned. “Jennifer Daniel is a great example of the energetic, dynamic and inspirational success stories that the program brings to the school on a regular basis,” said attorney and BCS board member, Steve Williamson, founder of the Brooklyn Leadership Speakers Bureau. He works with Brooklyn Leadership school staff Stacey Fischler and Angela Chiappara to coordinate and produce the speakers’ programs. Previous speakers have included: Honorable Sylvia O. Hinds-Radix, Associate Justice of the New York State Appellate Division; Tracy Inman, Co-Director of The Ailey School at Alvin Ailey American Dance Theater; Jocelyn Cooper, co-founder of AfroPunk, a multicultural music festival; Geo Derice, motivational speaker and author The Thirst is Real: The Teen's Guide to Maximizing Your True Potential and Noah Brie, CEO of technology company Percolate.
“We’re looking for speakers in our continuing effort to inspire, educate and broaden the dreams and horizons of our students,” said Williamson.
For more information on the Princess Chambers 2016 Prom Dress Drive, contact firstname.lastname@example.org. To contact the Speakers’ Bureau at Brooklyn Leadership, contact Steve Williamson at 516-321-9481 or email@example.com
In Photo: (L-R) teacher Stacey Fischler, Steve Williamson, Jennifer Daniel, student Jasmine Bullock and author Geo Derice
Photo Credit: Jelani Thomas
About Brooklyn Community Services
Brooklyn Community Services (BCS) celebrates the strength of the human spirit. Our mission is to empower at-risk children, youth, adults and families through comprehensive and holistic services: early childhood education; youth development services and educationally rich after-school programs; counseling for at-risk families; treatment, recovery and job training to support the life goals of adults living with mental illness; person-centered rehabilitation and community living support for adults with developmental disabilities and disaster recovery case management and relief services. With a staff of over 400 and 20 sites around the borough, BCS serves 12,000 people every year. Today, BCS is one of the oldest not-for-profit, non-sectarian social service providers in New York City. In 2016, BCS celebrates our 150th anniversary in ensuring the opportunity for all to learn, grow and contribute to ONE Brooklyn Community. Join the conversation with Brooklyn Community Services at www.wearebcs.org, FACEBOOK, Twitter and Instagram at @wearebcs | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Houston Independent School District Superintendent Richard Carranza, together with superintendents from surrounding districts, joined Children At Risk on Tuesday for a press conference to bring awareness to the positive impact of early childhood education on student learning.
Children At Risk is part of a multitude of community groups that are calling on state lawmakers to put more funding into Pre-K programming. They are taking action because the state’s Pre-K grant program, which started in 2015, is not fully funded in this year’s budget legislation.
“If you want to make an investment in the future of Texas, you must make an investment in Pre-K,” Carranza said. “HISD is committed to providing early education opportunities to our youngest students.”
Research shows that students who enroll in Pre-K classes perform better in K-12, and students who participate in early childhood education are more likely to graduate high school and earn higher wages. HISD has offered full-day Pre-K instruction since 2006. Today, the district serves about 14,000 students at 155 campuses, as well as 10 early childhood centers.
If you would like more information on HISD’s early childhood and Pre-K offerings, please visit the HISD Early Childhood Education website. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | What is PBIS?
Vermont Positive Behavioral Interventions and Supports (VTPBIS) is a state-wide effort designed to help school teams form a proactive, school-wide, systems approach to improving social and academic competence for all students. Schools in Vermont are engaged in using a formal system of positive behavioral supports in their schools. Involved schools who implement PBIS with fidelity and integrity see a dramatic decrease in the number of behavior problems experienced in their schools. Additionally, students in these schools enjoy greater levels of support and inclusion than those in comparative schools who do not use a system of Positive Behavioral Interventions and Supports. To learn more about the Continuum of School-wide Instructional Positive Behavior Supports visit www.pbis.org.
Photo Credit: Home Page Banner Image courtesy of Susie Snow, Library/Media Specialist and member of the newly formed PBIS Leadership Team at Beeman Elementary School. The photo was taken in Fall 2017 during an opening day whole school community building activity.
“PBIS has given us a structure for our behavior system that we continue to develop and improve with each school year. There is more consistency and responsiveness, as well as data to direct our focus for improvement.” | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Members conduct numerous projects throughout the year. Service projects fall into two main categories: youth programs supported by Optimist International and our Club’s own initiated community service projects. Fundraising projects allow for accumulation of finances, and social events provide interaction among members.
Projects may vary year to year, depending upon the decision of the Board. Details of some projects follow.
Optimist International (OI) Projects
This project strives to motivate students 19 and under to practice the skill of writing, put creative thoughts into words and to compete for honors. First, second and third place winners may receive monetary awards. This is the Tamarac Club winner who won the District 1st Place Title for 2016.
Designed for youth to gain experience in public speaking and provide them with the opportunity to compete for college scholarships. It is open to students 19 and under. Club, Zone and District competitions are held in the spring. These are the 1st, 2nd, and 3rd Place winners from Tamarac in 2019
Tri Star Basketball
Tri Star provides a friendly skills competition to boys and girls ages 8 to 13. Trophies are
awarded in each age and gender category.
This tournament provides youth 10 to 18 with an opportunity to develop a skill, compete and have fun. There are District and International competitions. 10-11 year old boys competing in 2018
Childhood Cancer Campaign (CCC)
Our Club provides a donation to the OI Foundation to support Childhood Cancer. Brent’s Place, our project supporting CCC, is a local facility for families with hospitalized and seriously ill children. We support their various needs, events and activities throughout the year.
Serving pancake breakfast to participants in Brent's Place Fun Walk for Kids Cure for Cancer.
Local Community Service Projects
This project recognizes and rewards students for good citizenship and positive attitudes in school. Students at local elementary schools are selected by their teachers for recognition. They receive a T-shirt, book, and certificate from the Club.
Have You Filled Your Bucket Today Books
This purpose of this project is to instill a desire in students to read. First graders in our sponsored schools receive books to keep.
The Brain Bowl supports academic excellence for middle school students throughout Wyoming and Colorado. Teams compete in metro Denver, Colorado Springs, and Boulder.
Modeled after our popular Brain Bowl competition, this project gives 5th grade students a fun introduction to academic competitions. Pictured is 1st place team for 2016.
Clothes to Kids
Tamarac members assist this organization to provide new and quality used clothing to referred school-age children in the Denver Public School system, free of charge. www.clothestokidsdenver.org
Members choose to become writing pen pals with 5th graders. Pictured are members with their pen pals at the year-end popsicle party.
Reading with Elementary Students
By working one-on-one with students at Holly Ridge Elementary School, reading and writing skills are enhanced.
At the end of every weekly meeting, a Happy Bucks jar is passed among members. This is an opportunity for anyone who wants to share a family event, approval of the speaker/program for that meeting, announcement of interest to members, or just to share their optimism. When $500 has been collected, the Happy Bucks committee chooses a small non-profit group that would benefit from this donation, and presents a check at a meeting.
Hugh O’Brien Youth Leadership -
This scholarship hopes to motivate and empower individuals to make a positive difference within our global society with understanding and action based on effective and compassionate leadership.
UNC Scholarships -
Financial assistance is awarded to education students studying for a degree from the Denver UNC Urban Center Campus.
Collections As appropriate throughout the year, various items may be collected and given to schools or other nonprofit organizations. Examples are travel size toiletries, work transition clothing, box tops for education and others.
Runs/Walks for Charity
On Board approval, volunteers support local nonprofit organizations with participation as requested. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | For Parents with Children with Disabilities:
Special education services are available for eligible students between the ages of three (3) and twenty-one (21). To qualify for services students must meet eligibility criteria set forth by the State of Ohio. Depending on the individual needs of the students involved, special education services may be provided within the district, or through cooperation of another public school district.
The extent of special education services and the location of delivery are determined by the Individual Education Program Team and are based on the students identified needs through the completion of an Evaluation Team Report.
Parents having a concern that their child has a disability should contact the building principal and ask for an Intervention Assistance Team meeting to discuss their concerns. Additional information regarding special education services, confidentiality and parent rights may be obtained by contacting the building principal at 330-898-7480.
Online registration is the fastest method to register for the ACT. You will know immediately if your preferred test center has space for you to test, and you also can print your admission ticket from the website. How you sign up depends on where and how y | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Posted on August 21, 2013 by David Bogomolny
The Genesis at Brandeis University program where I’ve worked for the past two summers has many moving parts on the participant, staff and faculty levels. The ‘investigation’ component of a residential staff member’s responsibilities is an opportunity for professional development, through which the staff person explores an element of hir work at Genesis (or its sister program BIMA) on a weekly basis with a mentor and then shares hir findings at the summer’s end.
This year, I had anxiety at the start of the program about how I would I manage my responsibilities as Lead Community Educator (CE) to my fellow staff members with my own needs – so I decided to ‘investigate’ how to best manage this balance. From past experience I knew already how busy the Community Educators would be throughout the summer – attending meetings, planning activities, running programs, guiding educational expeditions, and supervising residential life. So it was hard for me to imagine managing those same responsibilities on top of supporting the other residential staff members and directing the Genesis program with a bird’s eye view on all of those moving parts.
[expand title=”Side Note: Feeling Successful in the ‘Community Educator’ Role”]
Putting aside, for a moment, my responsibilities as the “Lead” CE, I found that I exceeded all of my personal CE goals. After having familiarized myself with the Genesis Program last year, I was able to prepare myself in advance and navigate my responsibilities throughout the course of the summer successfully. Here are two examples:
During staff orientation, I felt the tension of balancing the pressure of effectively preparing the staff for the Genesis/ BIMA summer programs with my personal needs, as the new programming that I’d designed with Timna (the Lead CE for BIMA) had to be tested before we were to implement it with our participants the following week. It was important to me that our ideas would work well and receive “buy in” from our fellow staff members.
While I was responsible for preparing and running some of staff orientation week, I intentionally aimed to sit back as much as possible, intending that the group would learn through interaction and action. Such was my strategy (for example) when leading an information session on Russian-Speaking Jews (RSJs). I deliberately gave significant floor time to other speakers; and then prompted the group into a conversation about the stereotypes that they held about RSJs before handing out two articles and pairing the staff off into Pardes-style havrutot (learning partners) to discuss the content.
I also regularly took note of my energy levels – both physical and emotional – and made sure to give myself “alone” time during optional outings whenever I needed it. On the final night of orientation week before the participants’ arrival the following day, the staff went out for ice cream, which was tempting – I could have taken the opportunity to informally socialize with other staff members. Still, I was aware that with the start of the program on the following morning I would have no opportunity for time alone, and that I felt tired – so I ended up opting out.
Timna and I agreed during the week before orientation that one of our goals was to maximize the particpants’ opportunities to lead programs, and we established a framework for empowering them to develop and implement hofesh (free time), sha’arim (connecting, lit. ‘gates’), limmud (learning) and other sessions. We called these avodah (work) contributions.
This mechanism worked remarkably well – and it was in this spirit that I scheduled a meeting for all participants interested in having and running regular prayer services (including the mechitza minyan), aiming to empower the participants to schedule and run services for themselves. To the greatest extent possible, we aimed to put participants at the helm of all summer activities, and requested that staff members seek out participants to partner with when developing programming.
Interestingly, this actually created work for the staff, as we had to run brainstorming sessions, arrange meetings with our participants and incorporate their interests and ideas, while ensuring that programs flowed coherently and could be implemented successfully. The balance of sharing the reins with participants, while ensuring order and quality control required high levels of staff involvement and time investment.
Reflecting upon this in the context of my investigation, it struck me that “leading from behind” (empowering others to lead and including them to the greatest extent possible in directing the flow of programs) might not have been the most effective mechanism for balancing my responsibilities along with my personal needs.
During the first week of the program, as the participants had just arrived and were acclimating to their summer home at Brandeis University, many logistical matters had to be coordinated between the residential staff and the Office of High School Programs (OHSP). As Lead Community Educators, Timna and I were primarily responsible for handling such issues, speaking to the OHSP on behalf of the participants in our residence halls and our staff and dealing with unexpected emergencies.
Beyond this, the first week also demanded a level of preparedness so that all staff could comfortably prepare for introductory activities, and the Community Educators had additional responsibilities. For example,
In short, that first week was particularly demanding, and I did not manage to strike the balance that I wanted.
During staff orientation and in my expedition group, allowing my participants creative reign drew them into the programs that I ran and inspired them to produce results that they were very proud of. For example, several of my expedition participants planned the opening BIMA/ Genesis ceremony for Tisha b’Av themselves, and tapped into the shared emotional experiences of their peers to produce a tremendous program that profoundly affected much of the community.
While leading from behind proved to be successful for me in smaller groups, it did not serve me as a strategy on a larger scale. Therefore I sought another approach that would allow me to find the balance I wanted, and gradually I came to delegate certain tasks to other Community Educators. Having created the summer-long “on duty” schedule for the staff, I knew which CEs had switched their days off for others, and I approached those who had elected to work on particular Sundays with tasks that I would otherwise have been attending to myself. This freed me to rest on my Sundays off, which re-energized me.
While I succeeded in certain ways in my investigation, I remain uncertain as to whether or not I acted appropriately in others.
As Lead CE, I was primarily responsible for residential life in the Renfield Hall, which housed the male bodied Genesis/ BIMA staff and participants. My approach to residence life was light handed, trusting that the participants would act appropriately, while maximizing the degree to which I interacted with them after dorm ‘check-in’ and offering them guidance over strict discipline. In some ways, this was very successful – the level of trust and comfort between Renfield residents and staff seemed high.
However, I failed to communicate my approach to all of the other Renfield staff members, which resulted in some mixed messaging, and this was also out of sync with the staff of the Shapiro Hall who were attempting to enforce the BIMA/ Genesis residential policies more rigorously. In truth, this was mostly because I hadn’t considered residential life responsibilities in the context of my investigation, I hadn’t articulated my approach even to myself, and never having had such responsibilities as a ‘Lead’ before I hadn’t known what to expect.
Ultimately, the summer was quite a learning experience for me, never having served as Lead CE before. I was encouraged to find that I’d learned from my previous summer as a Community Educator, and was better able to fulfill my responsibilities as such – understanding myself and the program much better. In the same way, I learned about functioning as a ‘Lead’ by working with Timna (she had served in this capacity before) and simply by filling the role to the best of my ability.
Also, I realized that I had conflated several different ideas early on in my investigation. Namely, 1) ‘Leading from Behind’, 2) ‘Stepping Back’, 3) ‘Delegating’, and 4) ‘Favoring Guidance over Enforcement’. Of course, these are all related, but they were most appropriate and most effective to different extents in different contexts. Now, having served as a Lead CE this summer, I have a better understanding of the program’s needs and expectations for that position; and how to best manage my time – balancing the needs of the program and staff with my own well-being.
Of course, this write-up is not comprehensive, and not written in an orderly enough way, but it serves me as a summary of my investigation and a basis for further thinking. I deeply appreciate the degree to which Genesis and BIMA are invested in the professional development of their staff members; and speaking from personal experience I know that I have grown as a Jewish educator over the past two summers at Genesis. The program’s many moving parts somehow come together every summer to generate a powerful, changing experience for participants and staff alike, and I think that’s amazing. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | University of Findlay’s College of Education is able to offer the Addressing Educator Shortages Program thanks to the support of the Ohio Department of Higher Education and the University.
Findlay’s Addressing Educator Shortages Program allows post-baccalaureate students to receive up to $14,600 in scholarships towards earning a teaching license in the following areas:
The Virginia State University College of Education has announced an innovative program which will enhance the experience of future teachers serving Richmond and Petersburg, while earning a Teacher License and Masters degree “free” of charge.
In the new teacher residency program, graduate students will co-teach and earn a Master of Education within one year, while gaining real-world experience in a classroom under the supervision of a master teacher. Once the co-teacher earns the degree, they must commit to full-time teaching positions in their residency school division for an additional 3-years.
The Kansas State University College of Education is adding a new pathway to the teaching profession for career changers who want or need to work full time while pursuing their teaching license and master’s degree in education.
The Kansas State Board of Education recently approved the Master of Arts in teaching residency, which leads to elementary licensure. It is an 18-month online program with three entry points each year: August, May and December. The equivalent program for those seeking licensure for secondary classrooms was approved in March.
Last summer, the National Association for Family School and Community Engagement (NAFSCE) released, in partnership with AACTE and other vital partners, findings of our national survey of educator preparation programs. We thank many of the AACTE members who responded to the survey the purpose of which was to investigate how educators are prepared to engage families and communities in their practice. Results of the research showed that only half of educator preparation programs have a standalone course on family and community engagement and nearly all struggle to embed family and community engagement topics throughout their curriculum meaningfully. This is unfortunate, particularly in light of the teacher shortage crisis, given that strong respectful relationships with families and communities are key reasons that educators choose to stay in the profession.
AACTE announced today that it named its annual Outstanding Book Award in honor of the prominent American pedagogical theorist and teacher educator Gloria J. Ladson-Billings. Distinguished for her work in the field of education, her expertise is in cultural pedagogy and equity in educator and student instruction, including critical race theory.
The Outstanding Book Award, given annually, recognizes an author or book that makes a significant contribution to the knowledge base of educator preparation. The award, overseen by the AACTE Committee on Research and Dissemination, acknowledges those that offer a fresh lens on current assumptions or practices, reorient thinking in the field, and show potential for significant impact on policy or practice in educator preparation.
This article originally appeared on K-12 Dive.
In an effort to combat teacher shortages, the Florida Department of Education is enlisting military personnel, veterans and their spouses to teach in the state’s classrooms without a bachelor’s degree requirement.
Requirements for the five-year temporary teaching certificates for veterans include:
- At least 48 months of military service with an honorable or medical discharge.
- At least 60 college credits with a 2.5 grade point average.
- Passage of a Florida subject area exam for bachelor’s level subjects. For temporary certificates, these exams are available in more than 30 subject areas.
- Employment in a Florida school district, which can include charter schools.
This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.
Time is winding down in Congress as Members prepare for the summer recess. While there is always much to be done- we don’t expect much movement on FY2023 appropriations until the fall. As always, your voice at the table is imperative to ensuring investments in the special educator and specialized instructional support personnel workforce remain at the forefront.
Coastal Carolina University’s Spadoni College of Education and Social Sciences has partnered with TEACH South Carolina to help recruit students to its undergraduate and graduate education licensure programs, which include the following: early childhood education, elementary education, middle-level education, physical education, special education: multi-categorical, music education, and Master of Arts in Teaching. TEACH South Carolina is a partnership between the S.C. Department of Education and TEACH, a 501(c)(3) organization founded by the U.S. Department of Education.
After seven months of meeting, listening to members, and sharing our on-the-ground experiences, the American Federation of Teachers’ (AFT’s) national Teacher and School Staff Shortage Task Force — made up of 25 leaders from state and local affiliates across the country — released a report, Here Today, Gone Tomorrow?, which was considered at the union’s biennial convention; the report outlines targeted solutions to ensure educators have the tools, time, trust, and training they need to do their jobs and to stay in their jobs.
This May, a group of students in the Texas Christian University’s College of Education took a week-long trip to the Holocaust Museum of Houston as part of the Warren Fellowship program. The trip was a culmination of studying the Holocaust and antisemitism in Jan Lacina’s Literacy Leadership class. Lacina is the Bezos Family Foundation Endowed Chair in Early Childhood Education and associate dean of graduate studies in the TCU College of Education.
“I was compelled to integrate course goals, readings, and discussions about the Holocaust into my Literacy Leadership class because of recent antisemitic acts that took place in Texas,” Lacina said.
This article was originally published by the University of Iowa College of Education.
Thanks to a generous $15 million gift from the Scanlan Family Foundation, the Iowa Center for School Mental Health in the University of Iowa College of Education will be renamed the Scanlan Center for School Mental Health, pending approval from the Board of Regents, State of Iowa, at its July 27 board meeting.
In addition to the new name, the gift will expand clinical support for school mental health in collaboration with the Belin-Blank Center, not only across the state but across the nation.
AACTE’s Member Spotlight features an individual from a member institution, highlighting how their work makes a difference in classrooms across the country. Nominate yourself or another member by providing a response to the following questions and sending to firstname.lastname@example.org.
Get to know Jessica S. McLees …
Members can book online and save up to 35% off rentals with Pay Now rates. AACTE encourages members to explore additional offers such as complimentary upgrades and find out the benefits of enrolling in Avis Preferred® or Budget Fastbreak® to receive even more free perks like the following:
- Expedited Service: Skip the line and go straight to your car at most rental locations.
- Accelerated Rewards: Earn points for every qualifying dollar you spend and redeem them for rental day rewards, additional upgrades, and accessories.
Educational institutions must engage with their communities to illuminate the systemic injustices experienced by those hypermarginalized, including people and communities of color.
In the Spring 2022 issue of AAC&U’ magazine, Liberal Education, AACTE member Tania Mitchell reflects on the killing of George Floyd to highlight these structural inequities. She urges those in higher education to rethink how community can be created and how to engage differently within the context of racism, economic inequality, and COVID 19:
“Our community engagement work of colleges and universities should be revealing. It should illuminate the systemic injustices that reify and deepen the marginalization already experienced. Moreover, it should focus on the policies, practices, conditions, and experiences that shape the everyday realities of the poor and people of color.”
As school districts prepare for the 2022-23 school year, policymakers are determined to prioritize comprehensive solutions to address staffing shortages, a long-standing issue exacerbated during the pandemic.
AACTE President and CEO Lynn M. Gangone recently shared insight on this topic at a virtual session hosted by the National Governor Association’s (NGA) Community Renewal Task Force. Led by Co-chair and Missouri Governor Mike Parson, the discussion also included Penny Schwinn, Tennessee commissioner of education, and Roberto Rodriquez, assistant secretary of planning, evaluation, and policy Development at the U.S. Department of Education. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Hope High School is a provider of the Duke of Edinburgh Award (DofE) This award aims to help young people take part in various challenging activities. It helps our pupils develop key skills for their time at Hope High, further education and later life.
Pupils from Year’s 9,10 and 11 will have the opportunity to participate and progress through the Bronze and Silver awards, with expert guidance from Hope High School staff.
Taking part in this award develops a young person’s confidence and helps to develop their self-esteem, as they learn more about themselves in various environments.
The award comprises of four elements; Physical, Skill, Volunteering and the Expedition. The award is highly regarded by colleges and employers alike and it also provides our pupils with a great opportunity to improve their ability to work within a team. Pupils will initially work towards their Bronze award; some pupils will then move onto the Silver Award. From this they can follow on and progress to their Gold in further education.
Over the past year our pupils have shown that they can adapt when faced with big changes.
For their skill element of the award pupils have learnt and practiced bushcraft skills, where they have shown confidence and the ability to safely light and maintain a fire which they have then cooked over. With the restrictions that we were faced with, due to Covid-19, pupils worked on their cooking skills at home, before being able to complete this section around a fire as a group. Pupils also had the chance of tying knots, lashing and demonstrated their ability to put up a basic shelter.
For their physical section of the Bronze Award pupils took part in hiking. Starting this section our pupils walked across different terrain and progressed in distance. During lockdown pupils worked on their own fitness programmes at home before hiking again in the local area around our school once lockdown restrictions were lifted. This section was finished looking at basic navigation skills and the group working as a team to lead on a number of routes around Beacon Country Park.
At the start of their voluntary section pupils demonstrated great determination by working together, in supporting the National Trust to maintain cleanliness, with litter picking at Formby beach. When unable to travel due to covid-19 restrictions, pupils completed this section by litter picking at Beacon Country Park and in the the local area around the school site.
Over the 3 sections pupils have persevered, shown resilience and the ability to work as part of a team. They have proved that they are ready to take on the Bronze Expedition when they are able to. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | COVID-19 Resources for People with Disabilities
TFL Webinar Series
The Tools for Life team is responding to the COVID-19 pandemic by collecting and vetting resources for individuals with disabilities in the community, as well as their family and circles of support. The resources in these webinars are not meant to replace advice or instruction from a doctor or medical team. These resources are here to educate and empower. We encourage you to take this information, do further research, and share what you've learned with your medical and support teams.
We ask that you share this information with anyone that will benefit. We are in this together and together we are stronger. Stay safe and educated!
View the four part Webinar Series here.
Stay connected to family and friends through virtual platforms and resources to alleviate social isolation. You'll also find initiatives that companies have launched to keep people connected.
Find full list of Connectedness/Virtual Platforms resources here.
Find all things education related in this section including: software, read-alouds, special education resources and more!
View the full list of Education resources here.
Entertainment and Recreation
Many websites are offering free and discounted access to recreation activities such as virtual museums, access to films, national parks and more!
Find the full list of Entertainment and Recreation resources here.
Georgia Specific Resources
In this section you will find resources particularly useful for residents of Georgia including: local resources, government mandates, transportation information and more.
Find the full list of Georgia Specific Resources here.
Visit the Tools for Life App Finder for apps on teleworking, social distancing, emergency preparedness and more.
Planning Guides and Resources
Organizations from across the country have provided planning guides and produced other resources for people with disabilities. These include information on developmental disabilities, emergency management, avoiding discrimination in care, complex needs and more! Check out this section if you are looking for specialized information.
View the full list of Planning Guides and Resources here.
Sanitization of Assistive Technology
Sanitizing assistive technology is essential!
View the full list of Sanitization Resources here
- Crick Software
- Free access to Clicker@home for schools closed due to COVID-19
- Dolphin SuperNova
- 3 months free access to any edition of SuperNova: Magnifier, Magnifier and Speech or Magnifier and Screen Reader
- JAWS, ZoomText and Fusion
- Free for students, faculty and staff
- Kurzweil 3000
- Offered for free while schools are suspended
- Communication Supports for Children and Adults with Complex Communication Needs During the COVID-19 Pandemic
- Provides information on preparation should an individual with complex communication needs be hospitalized as well as strategies for understanding and expression both for the individual needing communication supports as well as the hospital staff
- Free open source, web-based video conferencing tool built for people who can't speak but still need to emotionally connection with those at a distance
- Patient Provider Communication
- Free communication tools
- Printable Communication Boards
- Amy Speech Language Therapy
- AsTeRICS Grid
- Eye Gaze and Flip Charts Alternative Pencils with Instructions
- Mind Express Activities
- Paitent Provider Communication
- Picture Exchange Card Maker
- Prentke Romich Company
- Project Core Boards
- Speech Ninja
- Super Core
- Tobii Dynavox | Group Facilitation & Communication Techniques | 7 | 0 |
2 | “They hate English – they told me last week in class!”
Ever heard a teacher say this in the staff room? I always find myself leaning in with one ear open to hear what is said next.
“They just mess about and distract everyone else”, “They hate me, just because I teach English”, “How can one kid be such a massive pain in the class?”
At this point, I have always had a struggle with myself, an inward battle of whether or not to jump in and ask if they have taken the time to find out why the learner hates English so much… or should I just sit there thinking it?
I sometimes feel people cringe when I remind the “they hate me!” teachers that we are teaching human beings, not a subject.
I can see some stalwarts roll their eyes but usually, I trundle on reminding people that you are teaching an entire human being how to improve their English skills, and to do that they must consider the person holistically.
An ‘open emotion’ policy in class works for me and has on occasion de-escalated a situation before it begins.
We all know the scene… student arrives to class, coiled like a spring and expecting the teacher to ‘have a go’.
It doesn’t really matter who they are or what they teach; an explosion of emotion is likely to emerge as soon as they say “You’re late – again!”
My idea encourages students to let me know if they are having a bad day as they arrive.
I don’t mind if they shake their head or give me an agreed ‘not a good day’ sign.
No need to expand on it there and then, but it indicates to me to approach with caution and not select them first in Q&A.
During the session or at the end, we discuss the feelings they are having and work on what we can control and what we can’t, to build resilience and put problems into perspective.
If I was to approach them at the beginning of the lesson it probably wouldn’t be the right time to jump in without considering the emotions attached.
However, I find that by allowing the student to have a few minutes’ peace to moan and wallow in either their anger or self-pity, they then seem to slide into the lesson without too much bother, saving me the energy in arguing with them and giving them the safe space to recognise their emotions.
I have always been drawn to working with students with barriers to learning – those whom other teachers might write off as bad, simply because of the behaviour that they have witnessed in class.
It is rarely the case that the behaviour is the person. Having worked in settings where young people have exhibited some horrific, even life-changing behaviour, spending time getting to know them allowed me to see the child underneath.
No one is born bad. Not everyone has the same life chances. Not everyone is brought up in safe and nurturing environments. The ones who aren’t are the unfortunate kids, the ones who turn to crime or gang culture as a way of fitting in, to gain a sense of belonging.
It can begin with exclusion from school and can force a negative pattern of behaviour. Seeing the value in a young person and giving them something to work towards usually sets them on a more positive tangent, towards meaningful employment and a fulfilling life.
Behind the behaviour
Considering the ‘hierarchy of needs’ (physiological - food and clothing, safety – feeling secure, love and belonging needs – including friendship and esteem) may seem a simplistic way to evaluate a person’s situation, but next time you think a child is a pain or a nightmare, stop for a moment and question the reasons behind the behaviour. It's what CPI call Precipitating Factors.
Chances are, they are not a bad kid. They are not attention seekers but they do need attention.
Be the person with consistent, kind behaviour; the teacher they can rely on. And persevere. Be more kind - it will be worth it.
CPI's Classroom Culture training is for all education professionals interested in fostering a positive culture within each classroom. Find out more on our Classroom Culture programme page. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | At a time when many of us thought we’d be coming back from or headed into a much-needed spring break, we’ve instead found ourselves in one of the most trying and challenging of times in modern history—let alone modern education. Right now, nearly all our professional focus is on ensuring continuity of student learning and school operations. All our personal focus may be on caring for our own children at home, protecting vulnerable family members, and trying to serve neighbors in need. And that is exactly where our attention should be. But the present crisis also presents an opportunity for us, as educators, to learn as well. If we’re not careful—meaning if we’re not intentional—we may sacrifice this rare opportunity to the very real tyranny of the new urgent.
And there’s a lot we need to learn—maybe even more than our students. Consider what Andy Crouch, Kurt Keilhacker, and David Blanchard say in their recent piece in Praxis Journal, entitled “Leading Beyond the Blizzard: Why Every Organization Is Now a Start Up.”
- “We are all operating with profound uncertainty not only about the future, but even about the present.”
- “We’re not going back to normal.”
- “This is a time to urgently redesign our work…many assumptions and approaches must change for good.”
- “We urge every leader to realize that their organization’s survival in weeks and months, let alone years, depends far more on radical innovation than on tactical cutbacks.”
Regarding this last point, as our friend Bill Latham of Meteor Education says, “Innovation comes from pain.” No one wants to experience pain, but we rarely have a choice in the matter. Forced school closures are painful. Cancelled concerts, proms, and graduations are painful. Transitioning instruction to online platforms in a matter of hours is painful. Having our colleagues and students wrestle with fear or illness is painful. Losing the comforting rhythms and routines of our school communities is painful. As Crouch and colleagues state, all of this current pain will have a profound and lasting impact on society, including education. The question is, how do we learn from the pain—and in doing so, prepare ourselves for the future?
Just like most organisms in the animal kingdom, our tendency is to fight, flee, or freeze in the face of danger. But as believers, God has “not given us a spirit of fear, but of power and of love and of a sound mind” (2 Timothy 1:7). And as Crouch and colleagues assert, “Christians of all people are equipped to face the current reality with both clear-eyed realism and unparalleled hope.” Activating that hope, and engaging our minds in sound ways, will take what experts (Jack Mezirow, others) point to as critical in learning from disruptive events in our lives: reflection.
Without setting aside time and space to reflect, we get stuck in survival mode. We miss the opportunity to think about what we can learn from our experiences. And we forgo the chance to apply that learning in whatever comes our way next. For example, right now we are learning a lot (maybe more than they bargained for) about the limits of online platforms, along with the perils of porting our regular practices onto them (i.e. student engagement, classroom management, and the like). There’s sure to be a lot of “well, that didn’t work… let’s try something different” going around. It would be easy to stay in “educational triage,” but some good reflective questions can turn this into a key learning moment. For example, along with asking what tips and tricks you’ve learned for online instruction, consider how you and your staff would answer the following:
- What new mindsets and skills are we developing as a school community (like flexibility, adaptiveness, and resilience, per the above), and how will we ensure we use—and not lose!—these mindsets and skills in the future?
- What did we learn about student learning itself, and how we better understand and meet the diverse and unique needs of students?
- What lessons about building and nurturing community did we learn from this experience? And if we can do those things while we’re physically isolated, what’s stopping us from doing them all the time?
- What unique value proposition(s) of Christian education manifested during this time of challenge, and how can we articulate that to current and prospective families?
- How did we develop new efficiencies in school management during this time of crisis, and how can we maintain and even improve upon these efficiencies in the future?
Our answers to these questions will enable us to not only become more resilient in the face of change, but also visualize new ways to fulfill our missions into the future. Good questions that lead to reflection are key if we are, as Peter Block suggests, to “put aside our wish for safety and instead view our life as a purpose-filled experiment whose intention is more for learning than for achieving and more for relationship than for power, speed, or efficiency” (The Answer to How is Yes, p.3).
Delving into reflective questions will be dependent on creating time and space for our own learning, which will require setting aside staff time and resources to this effort. It’s also not a solo act. Note the use of the first person plural in the above questions—”we,” “us,” “our.” We can only really learn from challenges in what Etienne Wenger calls a “community of practice,” where we are committed to our shared purpose, to each other, and to asking good questions, listening to multiple perspectives, and thinking well together.
To help with this process, we’d like to offer two things, below. First, we share a reflective exercise that you can use with your staff. It can work both synchronously and asynchronously. Either way, it may be both a welcome “break” from your ongoing logistics conversations, as well as a way to help your team reflect on their learning in the midst of challenging times. And second, we share an invitation to join what we will be doing, along with many colleagues involved in the MindShift in Christian Education, over the coming weeks—which promise to be transformational in education and in our world.
A Reflective Exercise: Processing Change
We all process change differently and at different rates. We are familiar with the stages of grief. Some experts describe seven stages:
- Shock and denial
- Pain and guilt
- Anger and bargaining
- Depression, reflection, and loneliness
- The upward turn
- Reconstruction and working through
- Acceptance and hope
In a helpful diagram on qz.com, we can see the overlapping and recurrent nature of each of the stages. As anyone who has experienced a grief process will tell you it is not linear.
Change involves both grief and hope. In the diagram just referenced, there is a strand of hope that underlies even the anger stage. No doubt you are grieving many things during this time—the loss of a physically proximal community, face to face interaction, events, performances, culminating activities, traditions, rituals, times to bless and encourage, and times of celebration. Out of these ashes can come new seeds of contemplation and hope. The questions below are an attempt to help you process the change you have experienced and move you toward hope.
Anticipating disruption (shock, denial, anger)
- How much time did you have to prepare?
- What did you worry most about?
- Did your worries come to pass?
Dealing with disruption (anger, bargaining, depression, hope)
- The most trying part of the disruption was…
- I was pleasantly surprised that…
- To prepare better next time, I would…
The “new normal” (depression, acceptance, hope)
- What have you learned?
- What concerns you?
- What excites you?
- How has this disruption changed what is possible?
Anticipating what the future looks like (acceptance, hope)
- What hurdles has this disruption helped you to clear?
- What changes will you keep?
- Where would you like to head?
- What questions remain?
As you work through these questions, think about ways to do so in community (even virtually). We need one another for mutual encouragement, meaning making, and growth in the face of challenge and change.
MindShift: An Invitation
For the past two years, a diverse group of educators and leaders has been asking deeply reflective questions together as part of a MindShift movement in Christian education. We’ve asked questions like how do we transform our mindsets in Christian education, from machine to human, scarcity to abundance, isolated to networked, White to mosaic, Gutenberg to 5G, siloed to engaged, and from fear to hope. In a way, MindShift itself has been a call to reflection—on the challenges our schools are facing, and ways we can reframe them as missional opportunities.
During the present disruption and disequilibrium, we’d like to invite you to join the ongoing MindShift collaboration. Over the coming weeks, we’ll share opportunities to connect informally for conversation as well as helpful content to keep that conversation going (and that you can use to spark dialogue in your own setting). Follow our work and jump in conversation on Twitter @MindShiftSchool or visit mindshift.school for updates on what’s next!
About the Authors
Dr. Lynn Swaner is the Chief Strategy and Innovation Officer at ACSI, where she leads initiatives and develops strategies to address compelling questions and challenges facing Christian education. Prior to joining ACSI she served as a Christian school administrator and a graduate professor of education. Dr. Swaner serves as a Cardus Senior Fellow and is the lead editor of the books MindShift: Catalyzing Change in Christian Education and PIVOT: New Directions for Christian Education, co-author of Bring It to Life: Christian Education and the Transformative Power of Service-Learning,and editor of the ACSI blog. She received her EdD from Teachers College, Columbia University, in New York City. She can be reached via email at [email protected] and follow her on Twitter @LynnSwaner1.
Dan Beerens is an educational consultant, author, international speaker, and educational leader. Before starting Dan Beerens Consulting in May 2010, he served as Vice President of Learning Services and Director of Instructional Improvement at Christian Schools International. Prior to that, he was the Director of Curriculum and Instruction for Holland Christian Schools. Dan has also worked as teacher and principal in urban and suburban public and Christian schools in Wisconsin and Illinois. He serves as a Senior Fellow at CACE (Center for the Advancement of Christian Education), represents Curriculum Trak sales and professional development and serves as co-chair of the annual Christian Deeper Learning conference. He blogs regularly for CACE and is the author of Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning (Corwin Press) and co-editor of the recent book MindShift: Catalyzing Change in Christian Education (ACSI). He can be reached via email at [email protected] and follow him on Twitter @DanBeerens.
Erik Ellefsen has served in education for 21 years as a teacher, coach, consultant, Grievance Chairman for the American Federation of Teachers, Dean of Academics at Boston Trinity Academy, and as Principal at Chicago Christian High School. He currently serves as an Academic and College Counselor at Valley Christian High School (San Jose, CA), a Senior Fellow for CACE, a Senior Fellow for Cardus, a podcaster for Digical Education, and as Vice President of CCEI. He is a co-editor of the book MindShift: Catalyzing Change in Christian Education. Erik regularly organizes Christian school leadership seminars and speaks on issues pertaining to academic programs, student leadership, and organizational development. He can be reached via email at [email protected] and follow him on Twitter @epellefsen. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Given to an individual who exemplifies the ideals of continuous learning and self-improvement, who takes it upon himself or herself to go “one step further” to improve a weakness or accelerate a strength. This individual also has a track record or a plan to apply this knowledge for the betterment of others.
Current CV and essay (suggested 500-1000 words). How will you apply the knowledge and networking gained from REBEL EM and Rebellion in EM to improve your community to provide better patient care?
Medical students, medical residents, fellows, physician assistants, nurse practitioners
Outstanding application and letter of support that demonstrates commitment to the idea of “one step further” for self-learning and improvement of your healthcare community.
$1,000 to recipient | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The ACPS department formerly known as the Special Education Department has changed its name to the Office of Specialized Instruction — a change that coincides with a shift to focus on student instruction, progress and achievement.
The goal of the changes is to ensure genuine understanding and acceptance of students with disabilities. The changes are being highlighted in October, which is Disability Awareness Month.
“We have developed a new plan of action, which involves re-emphasizing instruction and student progress to boost achievement. We are focusing our efforts on identifiable outcomes, making sure every student succeeds,” said Executive Director of Specialized Instruction Theresa Werner.
The Office of Specialized Instruction encourages all ACPS faculty and staff to participate in activities, not only during the month of October, but all year in order to celebrate diversity, student success and abilities.
Disability awareness resources have been provided to each school and schools will be finding their own ways to celebrate the month. Not only is the office promoting disability awareness in the schools, but in the community as well. Staff from the Office of Specialized Instruction met with parent support groups in early October to promote a transparent understanding of the office’s new structure.
“As parents, our main focus is that our students who are behind in the general curriculum are being helped in the classroom. It’s encouraging to hear that Mrs. Werner is placing such a heavy emphasis on instruction and student achievement,” said Deanne McNutly, a member of the Alexandria Special Education Parent Support Group. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | From the beginning, Our Schools / Our Selves has taken seriously the feminist imperative that we must link the personal and the political. Students need to be given an opportunity, in the context of school curriculum, to make sense of their own lives through various forms of creative expression. What we said in the first editorial still rings true today: “We must encourage students to be open about their lives, to work at imagining the lives of others, and to think about how they can make the world a better place for everyone. We must protect them when they do this. And we must persuade other parents and teachers that this is how kids get strong and smart.” (Editorial, OS/OS fall 2000)
Longtime readers of Our Schools / Our Selves, some of whom date back to its founding in 1988, will have noticed some fairly significant changes in its appearance, most recently from a journal to a magazine, and then to an online publication. This was done to ensure easier access and, in today’s online world, greater shareability. Through all of this, the Canadian Centre for Policy Alternatives remains committed to thoughtful, critical and accessible analysis and commentary from and about schools and communities, to help drive a progressive vision for education policies and practices.
To that end, and because of the CCPA’s focus on education as both a fundamental public service and a process for civic engagement, we are working to highlight OS/OS as a key digital resource, ensuring it is featured prominently on our web site, and linked more effectively with our larger body of research. We’ve also been working hard to make the content more dynamic, and even easier to share—in standalone pieces, but also as shorter, more focused commentaries on our blog, behindthenumbers.ca.
We’re excited to continue to work with our readers, our supporters, and with communities across the country who have been vital to the success and longevity of OS/OS, bringing critical content and important stories to the forefront of the education debates.
I am so proud to have been part of this resource since we began publishing it in 2000. I continue to be, as we move forward together, and am excited to find new ways of working with contributors and reaching out to audiences with insightful research and timely, thought-provoking commentary. We need to build broad-based commitment to a public education system that supports students and meets their needs while respecting the expertise of education workers and is responsive to broader school communities. And as always, I look forward to continuing this dialogue with all of you.
Erika Shaker is the editor of Our Schools / Our Selves and the Senior Education Researcher at the Canadian Centre for Policy Alternatives. You can find her on Twitter at @ErikaShaker. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | An AFS-USA School Representative implements the area team’s school outreach strategy by connecting with and forming relationships with a school (or schools) in the community. A key part of the volunteer school outreach team, they will serve as the point person for sharing resources and opportunities for a specific school (or specific schools) in their team.
Together with the area team’s School Outreach Coordinator, assist in the development and implementation of their area team’s school outreach strategy. As part of this strategy:
- Serve as the AFS-USA representative for a specific school (or schools) in the team.
- Work with the School Outreach Coordinator to create goals for building a successful relationship with assigned school/s.
- Effectively communicate and share AFS-USA educator resources with assigned school/s on a frequent basis.
- Monitor and maintain accurate data on assigned school/s (i.e. names of key administrators and teachers, school start/end dates, specific deadlines/enrollment policies) in Global Link.
- Attend meetings with the School Outreach Coordinator to report on progress and implementation of the school outreach strategy at assigned school/s.
- Attend webinars/conference calls organized by the AFS-USA Educational Outreach staff team as the schedule permits.
- Collaborate with other volunteers that may engage with the assigned school/s (i.e. local hosting volunteers, local sending volunteers, hosted participant liaisons, etc.) to ensure that messaging to each school is consistent.
Information You Need to Know
Here are the links to the categories and sections in Help & Learning that the School Representative should be familiar with. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | https://gaacork.ie/wp-content/uploads/2020/03/coach-children-640x343-1.jpg 343 640 Joseph Blake https://gaacork.ie/wp-content/uploads/2019/11/logoofoot.png Joseph Blake2020-04-01 11:50:232020-04-01 11:51:16GDA Pat Spratt shows the value of school GAA initiatives.
In January, Pat Spratt started a new project in Mallow National schools for 2nd class teachers and pupils. This coaching project ran for a duration of 6 weeks in three schools Gaelscoil Aogain, St Pats boys and Scoil Ghobnatan. Mallow being a huge urban area has a lot of children who never get the opportunity to take part in our games. This was the motivation for running the programme.
The 2nd class” Maghealla peil” project saw Martin Farrissey coach in St Patricks Boys National School Martin O’ Brien in Scoil Ghobnatan National School and Pat coaching in Gaelscoil Aogain. There was five weeks of uninterrupted coaching with all 2nd class pupils and class teachers followed up our sessions twice more weekly as part of the PE Curriculum. Pupils loved the project and there was huge improvements in the players skills and Movements over the duration of the project.
At the end of the five weeks on March 4th schools brought all 180 pupils to Mallow Gaa pitch in the town park to take part in a football Blitz day. Sixth class boys and girls refereed on the day. All schools were mixed up into teams where boys played together and girls same giving everyone an equal opportunity to play in small sided games. Mallow GAA were on site to inform children of how they could join the club for the season ahead.
The project has been very successful and allowed 180 children the opportunity to play GAA, facilitated teacher training in physical education delivery and allowed Mallow GAA to build relations with pupils and the schools which will help in the recruitment of new players.
A similar project had recently commenced in Kanturk also and will resume once GAA activity returns .
Pat Spratt is a GDA in the North Region of Cork and you can follow Pats work on Twitter: @CorkGDAPatSprat | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Stoke-on-Trent Special Provision Planning
Local authorities have to make sure there are sufficient good school places for all pupils, including those with Special Educational needs (SEN) and disabilities.
The Government has committed additional capital funding to help local authorities create new school places and improve existing facilities for children and young people with SEN and disabilities, in consultation with parents and providers. This funding can be invested in mainstream schools and academies, special units, special schools and academies, early years settings, further education colleges or to make other provision for children and young people aged from 0 to 25.
Local authorities have to plan how to invest their allocation. In undertaking this planning, we should consult with parents and carers, schools, FE colleges and other institutions which offer special educational provision so we invest the funding as strategically as possible.
In addition, we have to publish a short plan on the Local Offer page that sets out how we will invest the funding.
Over the past year the Stoke on Trent Inclusion team have undertaken a strategic review of SEN needs and provision in Stoke on Trent. The SEND population and numbers of children and young adults with Education, Health and Care Plans (EHCP) is growing. Plans have increased for pupils with Social Emotional and Mental Health needs and Autism. Discussion with parents and carers and provision mapping planning with schools in Stoke on Trent has confirmed that we do not have enough locally based specialist provision, particularly for children and young people with Social Emotional and Mental Health needs and for Higher Functioning ASD needs. In addition parents have discussed that they would prefer to have more resourced provision linked to mainstream schools.
Stoke on Trent Local Authority is committed to improving Special Educational Provision by:
- Ensuring that the needs of most pupils with additional needs can be met through mainstream provision
- Ensuring sufficient specialist placements in Stoke on Trent for pupils when need cannot be met in mainstream.
- Ensuring sufficient provision in Stoke on Trent to reduce the need to use independent specialist provision.
The council will begin formal consultation on 16th April 2018 on proposed expansion and development of SEN provision. The Local Authority will publish its short plan after the consultation. The city council’s Cabinet will be considering the council’s strategic approach to SEND provision at its meeting on 27 March 2018. A report will be available on the council’s website from 22 March 2018.
As part of the strategic review, the city council is working proactively with partners through a High Needs Strategic Group, which has representation from mainstream schools, special schools, educational psychology, social care, early intervention and other key partners.
The current focus of the work streams is:
- High needs provision planning across the city - this work stream is the subject of this report.
- Developing understanding of Social Emotional and Mental Health (SEMH)
- Developing multi-agency partnerships to support pupils with SEN needs
- Re-design of the financial matrix related to the allocation of funding to schools for SEN pupils
- Ensuring Special Educational Need Coordinators (SENCOs) have appropriate training and developing teachers understanding of special needs.
Please see the Related Documents section of this page to view the Stoke on Trent Special Provision Plan.
To find out more about the High Needs Review, that the Government has asked us to do, please read the key messages attached with the letter found in the Related Documents section of this page.
We would like to thank you for your views about the education provision for children and young people funded using High Needs grants. The short survey for parents and carers of children and young people with SEND to complete has now closed and all responses will be taken to a Strategic Review. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | ASD Resourced Provision - Theale Primary School
Last updated: 11/07/2022
The West Berkshire Primary Autism Resource is located at Theale C of E Primary School. It opened in autumn 2005 and currently caters for up to 10 pupils with autism spectrum disorders aged between 5 and 11 years. The Resource is one of two Primary Autism Resources serving West Berkshire.
The Resource is an integral part of the mainstream school. Resource pupils are on the roll of the school and the aim is to provide a top quality education in mainstream classes, supported by Resource staff. The Teacher in Charge of the Resource ensures that an individualised programme of support is planned for each child, in order to support their autism and learning needs. Pupils are included in mainstream classes and activities as and when they are ready. They may receive additional therapy support, when advised by Berkshire NHS Speech and Language Therapists and Occupational Therapists. Children have access to additional support programmes, which may include comprehensive social skills programmes and other activities, such as Riding for the Disabled and Autism Awareness.
Who to contact
- Contact Name
- Mrs Sue Kedar
- Contact Position
- Teacher in Charge and SENco
Where to go
- Theale Autism Resource
Theale C Of E Primary School
- RG7 5AS
Time / Date Details
- When is it on
- Term Time Only
- Time of day
- Age Ranges
- Referral required
- Referral Details
Places in the Autism Resource are allocated by the West Berks LA SEN panel.
- Other notes
What qualifications/experience do staff in the Provision have?
Teacher in Charge:
B.Ed. (Hons), M.Ed., P G Cert. Special Education: Autism (Children) Specialist Leader of Education (SLE) with the Berkshire Teaching Alliance (BTA)
B.Sc. Maths and accountancy PGCE
All other staff have received a range of ASD training, in house, provided by the LA, or National Autistic Society.
What training and support is offered to mainstream staff?
In-house training by Resource staff and therapists
Opportunities for training within LA
On-going advice and support from all Resource staff
Provision of specialist materials and resources
The Teacher in Charge of the Resource ensures that all staff in the school have an understanding of Autism and the Special Educational Needs that this condition may be involved.
Number of Teachers: 2
Number of Support staff: 1 HLTA, 1 Senior LSA, 9 LSAs
Additional staff may be employed where needs and funding allow.
- Contact Name
- Mrs Sue Kedar
- Contact Telephone
- Contact Email
- SEN Provision Type
- Autistic Spectrum Disorder
- Local Offer Age Bands
5 to 7
7 to 11
- Needs Level
The Resource caters for children with a diagnosis of ASD, which has a significant impact on the pupil’s learning and development, and which requires specialised adult support in order to access the curriculum. The ASD Resources can cater for pupils who meet the following criteria:
- Meets the LA’s statutory assessment criteria for an Education, Health and Care Plan with a Primary Need of Autistic Spectrum Disorder
- Have a diagnosis of ASD which has a significant impact on learning and development
- Have ASD and associated difficulties which affect access to the curriculum and require specialist teaching or support, including a high level of anxiety, extreme lack of flexibility, significant difficulties with social communication, or a high level of sensory integration difficulties
- Have a level of ability within the range expected in a mainstream school - Have sufficient language ability to access the mainstream curriculum
- Can access the mainstream curriculum but may need it presented in a highly specialised and flexible way and with opportunities for consolidation. Require intensive, specialist teaching and support to achieve the outcomes identified within the EHC Plan, this includes: -
- A highly personalised programme to support needs associated with ASD within a flexible approach to adapt to the needs of individual pupils
- Access to a high level of support from teachers qualified and experienced in teaching pupils with ASD
- Access to appropriate advice and support from speech and language therapy - Access to appropriate advice and support from occupational therapy
- A high level of support across the curriculum to include appropriate individual intervention and/or small group work
- A carefully planned approach to supporting transition into mainstream environments
- Supported inclusion in the mainstream environment
- The possibility of access to an alternative curriculum, for example, at Key Stage 4, a reduced timetable for GCSEs and/or opportunities to engage with providers of alternative education
- An environment and ethos of awareness of the needs of pupils with ASD within the wider school, and where all staff have relevant training
The provision will not be suitable for pupils whose primary need is related to:
- Emotional and behavioural difficulties
- Speech and language delay. (West Berkshire Service Level Agreement)
Admissions decisions will be made by the SEN/EHC Panel in accordance with the agreed admission criteria for the resource. If the Panel determines, having considered professional advice and parental preference, that a resource placement would be suitable, papers relating to the pupil will be sent to the Headteacher by the SEN Manager for consideration. The Headteacher will discuss any concerns or queries about admissions with the SEN Manager. In the great majority of cases pupils will be put forward for placement on completion of a statutory assessment leading to an Education, Health and Care Plan, or following the Annual Review of a pupil who already has a statement or an Education, Health and Care Plan. An exception to this would include "Emergency placements" for pupils without a statement or Education, Health and Care Plan as permitted by the SEND Code of Practice, e.g. a pupil moves into the area and may not have a completed assessment, but clearly requires specialist provision; or a pupil's needs change dramatically as a result of accident or illness. In such cases, an application for an Education, Health and Care Assessment should be made by the Teacher in Charge on entry to the resource. Once a pupil has been accepted by the school for a place in the resource, the school will put in place admission arrangements, including liaison with the feeder school, the child's parents and other professionals. An individualised plan for the pupil's transition into the resource should be discussed and agreed by all parties - the school, the pupil, the parents/carers and professionals involved with the pupil. In the event of concerns about the suitability of a placement, the Resource staff should discuss these concerns with the SEN Manager or relevant SEN Officer. In addition, the Resource staff should ensure such issues are included in Support and Review Meetings. It may also be appropriate to arrange an early Annual Review meeting in order to formally discuss the placement. If a change of placement is being considered then the Resource staff must arrange an Annual review with the LA present to discuss the situation. Competition for Places If the SEN Panel identifies more suitable candidates for a resource than there are places available, prioritisation of candidates will be done by the LA in consultation with the school. (West Berkshire Service Level Agreement)
Outstanding “Achievement in the school, including in the resource-based provision, is outstanding. Pupils achieve extremely well and are very well prepared for the next stage in their education.” “All groups of pupils, including those in the resource base and those supported by the pupil premium, make excellent progress. This is because rigorous checking of individuals’ progress pinpoints gaps in learning, and teachers then ensure that all tasks and activities are carefully matched to pupils’ needs. This supports their excellent learning and achievement.” “Teachers’ expert knowledge of the needs of disabled pupils and those with special educational needs means that intervention and support sessions, including those in the resource base, are skilfully shaped according to pupils’ different abilities, to promote high achievement.” “The provision for those who have special educational needs, including the resource-based pupils, results in pupils being successfully integrated into all aspects of the school’s work. Staff work diligently to promote equality of opportunity, making certain that all potential barriers to pupils’ progress and discrimination are eradicated.” Ofsted 2012 “I was also very struck by the focus and progress I saw in the ASD English Class” Michael Gove, April 2014
The Resource has an open door policy and parents are encouraged to contact the Teacher in Charge or Head Teacher in the first instance. If further concerns are raised then the School's Complaint's Policy should be consulted. The school Complaints Policy document sets out the policy for dealing with comments, grievances and complaints. This policy should be read in conjunction with the School's Complaints procedure. This can be found on the school website.
- DBS check
West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The Bachelor of Education with Honors in Primary Education is designed for those who would like to have a career in Education, specifically at the Primary level as a Teacher, Physical Education Trainer, Education Technology Specialist, Guidance Counsellor or School Administrator.
What we offer
As an online student of B.Ed (Hons) in Primary Education you will:
- Enjoy the freedom and flexibility of studying whenever and wherever it suits you thanks to an easy-to-use, intuitive online learning platform which you can access from your desktop or mobile device – anytime, anywhere.
- Access the same student benefits as on-campus Botho University students, such as a student ID card and eligibility to apply for an NUS student discount card.
- Graduate with an internationally-recognised qualification identical in title and quality to that of an on-campus Botho University student.
Whom this course is for
Our B.Ed (Hons) in Primary Education course is a great fit if you are:
- Passionate about children with a keenness to mould them into responsible members of society.
- A good communicator with the relevant traits to thrive in this business such as patience, empathy and adaptability.
- Have a strong foundation of knowledge and a good moral standing.
- Primary School Administrator
- Educational Technologist
- Guidance Counsellor
- Inspector of Schools
- Physical Education Trainer | Group Facilitation & Communication Techniques | 7 | 0 |
2 | When a student gets sent to my office for some misbehavior in class, I take the opportunity to have them talk to me about what went wrong. In a roundabout way, having them tell me this can reinforce community norms by bringing to the surface what they already know about what’s expected. There are so many norms we take for granted, and these conversations can help kids think about the unwritten/unspoken “rules” and make that understanding concrete.
One strategy for this conversation is to leave a lot unsaid. My facial expressions or body language can pantomime a reaction to a breach of protocol—for example, making a look of shock and horror when they tell me they called the teacher a name under their breath—which compels the student to fill in the missing part of the conversation. If she says, “I know! I know, but…” then I know the kid does know better and wants to talk more about what led up to the rudeness. If she says, “What?” and sits back, then I need to keep trying to tease out whether they know it was wrong but still don’t want to admit it, or if they really don’t see the error. In the above example, I might then screw my face up into an “Oh come on” expression to see if the student will then concede that she crossed a line, even if she’s not yet willing to say she was out of line.
Another strategy is to refer to the norm by naming the assumed rule, while also labeling it as beneath us to discuss. “I don’t have to tell you that you shouldn’t have been talking, so let’s just talk about what happened after that. I mean… right? That’s obvious, right: that you don’t talk during a test? Or, do we need to discuss that?” This is a little coercive, I admit, but 9 times out of 10 the student does agree with me, even though sometimes they argue the simplicity of the case. “I guess I was talking during the test, but not really because my friend was done already!” Now at least we have a foundation of mutual understanding and a jumping-off point to get into the lesson the teacher is trying to teach by disciplining them.
I never offer to discuss something that I won’t actually discuss. Whether a student is being obstinate, just dragging out the conversation, or actually doesn’t get it, I am always prepared for them to say, “No, I don’t know that” and require a direct lecture from me on the principles of the matter. In the above example, I’m fully prepared to say, “Oh, OK. Well, pretty much every teacher will tell you that you’re not supposed to talk during the test. Why do you think that is? What do you think the teacher would be worried about?” I use open-ended questions to help get a handle on the child’s understanding of the issue, and to draw them into sharing their understanding of the rule that was broken. If I simply say, “Well, that’s what the rule is,” then I have missed an opportunity to check in with them. I would still be wondering, do they really not know the rule, or do they sincerely think the circumstances exempted them?
A final strategy is to point out models, including themselves. “I know you know that you’re not supposed to take anything out of the cafeteria without paying for it because you’ve paid for those chips in the past.” Prior behavior belies any claim that they disagree with the norms. It can also help elucidate the source of conflict, both for me and for the student who might not know exactly why they acted out: “You don’t get kicked out of Math class, ever. So, what’s different about English? Why do you end up down here when you’ve got Ms. So-and-so, but you would never talk back to Mr. Whosit like you did in English?” The kid thinks through how they behave in other classes and then thinks about how they acted in this situation, and they will surprise you with how surgically they can isolate the issue in many cases. (It’s important for the students to sincerely trust that it’s safe for them to discuss their thoughts and feelings with you. They might say something rude or insubordinate about the teacher, but you have to let them do that in the “safe space” of your office to help get resolution.)
Another model can be the other students, but you have to be careful how you use that. “I’m sure the teacher went over the rules, because you’re the only kid down here. There’s no way Ms. So-and-so would only send you down and let everyone else get away with it.” This strategy can risk making a student who already feels isolated feel even more alone, so it should be used with some caution, especially with students who are the minority in your school. The goal of effective norm-setting is to welcome everybody into the group, not to make some people feel like they don’t fit in and will stand out. However, it does point out to kids how much their conduct stood out, and as a result can often change their perception.
With these strategies, I can find out a lot about the student and the situation that landed them outside my office. Often, there are antecedents leading up to the final conflict, and the conversations allow me to highlight what the priorities should be. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Title I Schoolwide Program
Toronto City School District believes every child should have the opportunity to attain his/her full potential. We are committed to providing a quality educational program for all children. We believe that teamwork and collaboration between school and parents increases the quality and effectiveness of educating every child. We value our parents input and believe that a partnership between school and home is critical to provide the support children need to be successful.
Through the Title I Schoolwide Program, our schools are better able to address the needs of all students, particularly those students who are struggling with reading and math. Children who score below grade level on state and district assessments in reading or math receive Title I services in a variety of ways – small group instruction, in-class intervention, one-on-one tutoring in various areas of reading (phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing) and math (computation, fluency, problem solving) according to their needs and strengths. Instruction is delivered by teachers and other staff who meet the highly qualified requirements. Progress is closely monitored with staff members meeting regularly to review and discuss collected data. This ensures that the instruction planned is meeting the needs of the child and promoting his/her academic success. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | There’s a danger in using schools to change society. It’s tempting: children are the future, after all. But it is also risky to prepare young people for the society we wish existed rather than the one they will actually find themselves in.
Popularity in leadership is a contradiction. We rightly prize the leader who does not court popularity, who makes difficult decisions and does what is right. At the same time, in free societies, people only really lead by consent and, without a certain level of confidence and respect, leaders cannot do their jobs.
The system or the student? This blog is written with the benefit of hindsight and the luxury of not being accountable. I don’t pretend to have warned this would happen or have any easy answers. The problem this year was that we tried to act as if exams were being sat when they weren’t. A […]
The dictionary says wellbeing is the state of being comfortable, healthy or happy. As hinted at with the use of the word “comfortable”, the happiness is usually taken as sustained contentment.
The reality of digital intervention in education has often fallen short of the claims. Yet I’ve been impressed with some brilliant uses of technology during the lockdown. Oak National Academy, for example, and the generosity of trusts like Greenshaw and schools like Parklands. Our own experience of delivering a fully virtual Summer Institute to 1699 […]
This is a blog for the Education Leadership Collective. “If, say, one hundred headteachers in a town or city wanted to stand up for something reasonable, I don’t think anything could stop them. The power of collective action is clear. I don’t need to belabour that. Yet this level of unity is rare…” Unstoppable Forces […]
We hear a lot about competition and rivalry in education, about heated debate and disagreement. Beneath all that, education is basically full of outstanding people trying to do the right thing with the limited resources that they have available. I know Teach First can be a bit marmite. And we often plough our furrow in […]
It is amazing how seemingly intractable conflicts disappear with the right timeframe. If only you can play a long enough game, you can almost have it all. If we could build longer term thinking into our organisations we would see a sustained improvement in performance and welfare.
Another black man was killed by police in the US. His name is George Floyd. The protection and security that I take for granted too often operate against black people. This is not confined to the US. It’s hard to truly hear people when your position and experience is different from their own; from a […]
There are many ways to attract attention. Most of them require talent. You create something of use, insight or beauty and people come to look. If you lack talent, you can buy attention. If you lack talent and money, one surefire tactic for attention is to cause offence. Offence is perversely attractive. It has parallels […] | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Little Acorns Pre-School
A friendly, well-regarded preschool setting in a small Hampshire Village adjacent to the much sought-after Charles Kingsley C of E Primary School.
Who to contact
Where to go
- Little Acorns Pre-School
Eversley Village Hall
- RG27 0RP
- Accessible changing, Secure environment, Wheelchair access, Disabled parking
- Age Ranges
- 2, 3, 4
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Visits to the setting. All About Me. Settling in and observations by Key Carer. Open door policy and discussions with parents at hand over time at the end of the session. Parents encouraged to raise any concerns they may have with their child’s Key Carer. Designated staff roles are displayed on Parent Info board and on the settings web site. There is a very low level of diversity in our catchment area with no traveller presence, but our inclusion policy is designed to cater for such eventualities.
- How will early years setting/school/college staff support my child/young person?
Key Carers and Inco will liaise with parents on a daily basis or on the days that the child attends. The role of the Key Carer will be explained to parents on their visits, in our policies and procedures documents and on our web site and our Inclusion policy will also be in our policies document. Our setting attends all area INCO support sessions and liaises regularly with the Area Inco Service and other agencies as demonstrated by our track record.
- How will the curriculum be matched to my child's/young person's needs?
Following careful observations an Individual Education Plan will be put in place to ensure that the individual needs of the child are met. This will be done alongside the parents where their input will be valued and their observations will help to track their child’s progress and next steps. All children have A Learning Journey which shows their achievements and illustrates their progress alongside a 2 Year Progress Check and Early Years Progress Tracking sheets.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
A Planning Book is on display on a daily basis where parents are invited to make comments and suggestions. The Learning Journeys are available for parents to look at on a daily basis. Also we operate an open door policy whereby parents can speak to a staff member at any time. We also have Parent Consultation Meetings on a termly basis. A daily diary summary sheet would be sent home at the end of each week so parents could add their assessment of the week from their perspective. A termly newsletter is produced and our website regularly updated, to enable busy parents to keep up to date regardless of their professional etc. commitments. We prefer not to use social media and have a clear staff policy.
- What support will there be for my child's/young person's overall well being?
All staff are up to date with Safeguarding Training, First Aid and Behaviour Management. We have a policy for the administration of medicines, a behaviour management and a child protection and safe guarding policy, all of which are available in hard copy and on-line. All staff will be made aware of a child who may need support via the Key Carer and the SENCO.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The Senco for the setting has established good relationships with outside agencies such as The Children’s Centre, SFYC, Hampshire Inclusion Team, Speech And Language Services and Portage. Our setting SENCO attends the regular area SENCO support meetings, which enables them to keep up to date, network with other settings and share useful information. Other staff members have undertaken Makaton Training and have cascaded this down so it can be used on a daily basis.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff members are up to date with First Aid Training and are fully aware of all policies and procedures. All staff are familiar with IEP’s and daily diaries and all staff are aware through observations that any concerns they have about a child should be discussed with the Senco and/or Manager so that so that next steps can be implemented alongside input from the parents, so the best outcome for the child can be achieved. Training is accessed when relevant to a specific child’s needs.
- How will my child/young person be included in activities outside this classroom including school trips?
>All children would always be included though ratios would dictate the need for parental help and support when undertaking a trip outside of the setting; a risk assessment would always be carried out before such an event took place . All parents are made aware of our curriculum plans via a hard copy of a newsletter each term or via the setting website and the daily planning book. Parents are welcome to stay and help on stay and play with their child at any time. See our Inclusion policy in setting or online.
- How accessible is the setting/school/college environment?
The setting operates in a common-user community facility (Village Hall) and is not responsible for accessibility and other changes. Wheel chair accessibility could be achieved if necessary. Makaton is part of the daily routine. A visual timetable is used when required and is tailored to the specific needs of individual children identified via observation.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Transition information is passed to schools via transition forms, learning journey, school visits and transition meetings between school and pre-school staff. Any child who requires additional transition support receives this through well planned meetings and additional school visits.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The setting is entirely funded by the basic governmental provision. Additional funding that is allocated to a child through Early Years Action Plus is utilised identifying their priorities on their IEP.
- How is the decision made about what type and how much support my child/young person will receive?
IEPs and observations are sent to and discussed with Hampshire who decide whether or not to make funding available. IEPs are monitored and reviewed by parents and practitioners. If additional funding is awarded we discuss priority targets with the staff and the child’s parents and a plan is put in place. This is evaluated on a regular basis.
- How are parents involved in the setting/school/college? How can I be involved?
Open door policy; stay and play days; parent consultations; website; newsletter; learning journeys; special book; planning book; “Wow” board. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The BRIDGE+ conference “Skills for the future: regional initiatives now!” gathered more than 50 experts from the European level and from European regions, as well as essential stakeholders in the field of lifelong guidance such as companies, guidance institutions, and educational actors. The online event took place on 9 June 2021 and was hosted by EARLALL and the BRIDGE+ consortium.
Moderated by Dr. Michaela Marterer (STVG), who highlighted the ever-growing importance of guidance in the context of the COVID-19 pandemic and a constantly changing labour market, the event welcomed during its first part keynote speakers from the European Commission, Baden-Württemberg’s Regional Ministry of Education, and the company AVL. Koen Nomden (Team Leader for Transparency and Recognition of Skills and Qualifications at the European Commission, DG EMPL) introduced the current needs and future developments of EU skills policies and lifelong guidance. He remarked that “we cannot underestimate the importance of career guidance in the rapidly changing labour market that we are in” and that career guidance will be “critical to smooth transitions.”
His presentation was followed by Anita Halasz (Economic Analyst at the European Commission, DG EMPL), who provided a deeper insight into the EASE Recommendation, a tool to provide long-term effective active support to employment in the context of the COVID-19 crisis recovery. One of the three priorities reflected by this document refers to upskilling and reskilling opportunities and support measures, which puts (adult) education at the centre of labour market recovery.
Then, the regional perspective was provided by Christiane Spies (Centre for School Quality and Teacher Training, Baden-Württemberg Ministry of Culture, Education and Sport). Main trends in skills development in Baden-Württemberg are activities related to digitalization and artificial intelligence, close links to companies and public employers, and basic skills provision and upskilling for people with lower qualification backgrounds. Her inspiring words were complemented by the perspective of the companies, provided by Dr. Markus Tomaschitz (Vice President of Human Resources at AVL, Austria). He underlined that working and learning is a combination whose internal delimitation cannot be distinguished anymore, and companies’ skills management strategies need to reflect this.
The keynote introductions provided a rich context to the BRIDGE+ activities, which were presented by the project coordinator Andrea Bernert-Bürkle (vhs Baden-Württemberg). BRIDGE+ is a forward-looking initiative that has future skills and regional strategies at its core. The project has developed a set of results that include a training concept for guidance counsellors with a digital component, skills analysis tools for companies, and strategies for regional skills development. All these results were discussed by a panel of experts from some of the project partners: Dr. Tobias Diemer (Director, Volkshochschulverband Baden-Württemberg e.V.), Dr. Peter Härtel (Content & Development, Steirische Volkswirtschaftliche Gesellschaft), Bittor Arias (International Project Manager, TKNIKA, Basque VET Applied Research Centre), Johan Nordberg (Validation and Certification CNC Technology, SKTC), Kees Schuur (Board member, Foundation European Center for Valuation of Prior Learning) and Magnus O. Andersson (Director, Lärcentrum Östersund).
The final touch was provided by Jasmina Poličnik (coordinator of PSEU, Slovenian Ministry for Education, Science and Sport), who introduced the main priorities of the upcoming Slovenian Presidency of the Council of the EU, among which adult education and learning (ALE) and the revision of the European Adult Education Agenda will play a key role. She welcomed the insights and perspectives provided by the BRIDGE+ project and encouraged the partnership to further engage in European policies and activities.
*This press release was originally published by EARLALL, project dissemination partner, on 10 June 2021.
- Koen Nomden, European Commission
- Anita Halasz, European Commission
- Christiane Spies, Baden-Württemberg
- Markus Tomaschitz, AVL (Austria)
- Andrea Bernert-Bürkle, vhs Baden-Württemberg
- Jasmina Poličnik, Slovenian Ministry of Education, Science and Sport | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Part of being a professional is meeting new people. They can be across your company, within the same industry, across industries, the possibilities are endless. Meeting new people in any arena is the first step to networking (an overall area in which I admittedly struggle), and can be the start of successful or rocky relationships. This post isn’t to say that you can’t come back from a bad first impression, rather let’s aim to make a good impression to start so that we don’t have to worry about recovering later. Let’s discuss the key points for making a good first impression, following up, and maintaining privacy.
There are three key areas I consider when meeting someone for the first time: handshake, eye contact, and how or why I’m meeting this person. This may seem obvious to some, but could be new information to others, give the person a firm handshake with the entire palm of your hand. When you go to shake someone’s hand, you shouldn’t just barely be touching them and you definitely shouldn’t try to squeeze the life out of their hand. In a good shake, your palm meets the other person’s palm and your fingers firmly cup that person’s hand. If you have to stretch a bit to reach the person the actual shaking motion comes from your shoulder, if you’re fairly close to the person that motion comes from your elbow. An appropriate handshake shouldn’t be more than a few seconds. If it’s longer than that, you’re in slightly odd territory.
Eye contact is something that can be very tricky to some and come naturally to others. Whether you’re shaking somebody’s hand or listening to them speak, you should try and make some eye contact. This doesn’t mean that you have to stare into that person’s eyes, but you should feel comfortable occasionally looking them in the eyes and to assure them that you’re listening and what they’re saying is important to you. If you’re a more timid person, doing this may be counterintuitive to you, in which case you’ll have some homework by practicing with people you already know and feel comfortable. Listen to what the other person is saying, detect the tone in their voice, and when they’re emphasizing something, look them in the eyes.
How you’re meeting the person you’re speaking to can give great context to what their interests are or professional expertise is. If you think about the setting in which you’re meeting this person: formal, informal, casual like a happy hour, formal like an awards ceremony, you already have a bit of insight to their passions. Conversely, they could just be there out of obligation, in which case you’ll find out by talking to them. If you’re somewhere you feel your personal passions are strongly represented, then you’re more likely to meet people with whom you’ll have an organic connection. Consider starting a conversation based on how good the event is, the content, or even the food and drinks. Sometimes you’ll be introduced by way of a friend or coworker where you may want to briefly consider why you’re being introduced to this person. These predestined meetings can be great in that you make a connection and everyone will benefit at some point in the future. Make sure you don’t put all of your eggs in this basket and hope you just get introduced to people because sometimes these meetings lead to nothing and you and the other person have nothing in common and wouldn’t work well together. Nobody knows you like you, so you have to go out there and meet people you think you’d like to know or get to know.
Once a conversation is finished, before leaving, get the person’s contact information. This can be a LinkedIn profile link, email address, website, or phone number. First things first, don’t be offended if someone doesn’t give you their phone number. Not everyone feels comfortable giving out such a personal piece of information to a stranger. LinkedIn has become a very popular option for staying in touch because you can connect to that person, communicate via InMail, see if you have any common connections, and decide if you’d like to communicate more personally via email or phone. Typically it’s best to follow up in the next 24-72 hours depending on the circumstances so that you’re not forgotten and the conversation (and person) are still pretty fresh in your mind. If I can be completely honest, I have not been good at this. I’ve missed out on so many great connections because I forgot to follow up or got caught up in something else that did NOT benefit me at all in the long run. Learn from my mistakes: follow up shortly after meeting or set a reminder for yourself to follow up if you know you might forget. If you’re sending an email, make it concise but memorable. Thank the other person for their time and the good conversation. In some cases, this might be someone you didn’t meet directly, in which case you can mention the event you both attended or the talk that they gave and what you took from it. If you spoke to them directly about something poignant, briefly mention it in the email. For example, “I enjoyed hearing your views on the how to improve the education system in NYC. I’d love to connect and help by implementing some of those ideas in my school.” Disclaimer: I am not a teacher or school administrator, but you get the gist. If you didn’t have the opportunity to provide your contact information, now is your chance. Drop a line saying you’d like to connect via email or phone, if you’re that bold, because you don’t get what you don’t ask for. Don’t be afraid of rejection because it happens to everyone and the worst someone can say is no.
With the world being the way it is now I wanted to make sure I touched on how to maintain your privacy. Be careful when providing any personal information about yourself. I usually start out by just providing my email address or LinkedIn and if I keep in contact with the person, it may progress to a phone conversation and potentially a friendship. When you first meet someone, don’t go in with the assumption that you’ll be friends right away or expect too much too soon. When you first start your career, it can be exciting to meet so many people, especially those who seem to be doing very impressive things, but keep your guard up to protect yourself. Don’t give too much information about yourself such as where you live (exact address), names and occupations of family members, or any personal identifying numbers (drivers license number, SSN, any ID numbers of any kind). Not everyone is bad or has malicious intentions, but it’s much easier to put safeguards in place so that you don’t have to find out the hard way who’s out to get you. Stay smart and stay safe while you’re interviewing, networking, and just generally out and about.
Pro tip: if you would like to communicate with people via phone and not have to give out your personal cell number, sign up for Google Voice. It’s free to make and receive US based calls and texts if you have an internet connection and will assign you a phone number with the area code of the region you select (if there are any available). You can opt to have it ring directly to your phone as well as send texts directly to your phone as if you’re receiving a normal phone call or text directly to your number. Don’t worry, people can also leave voicemails to your Google Voice number and you’ll be alerted to any missed calls. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The Strategic Student: Successfully Transitioning from High School to College Academics (Paperback)
"A practical guide of immense value to both students and their supporters as they deal with the new and different challenges posed by the transition from high school to college academics." -George Ballinger, Director of Family Affairs and Veterans Affairs, University of Colorado, Boulder
"It is a must read for our junior and senior students" -Andrea Sabadosh, Jefferson County Colorado, International Baccalaureate Program Coordinator
"Perceptive and useful from a practical viewpoint. An easy read, I have no doubt incoming freshmen will benefit from its insights." -Anthony Chatham, Professor, Tulane University
1 in 4 college freshmen do not return for sophomore year. 45% of college freshmen will never graduate. 65% of college students feel they have underachieved. Why?
Every college student can succeed academically and obtain a high GPA. The reason so many college students underperform is because they're not taught how to transition from the structured high school environment to the unstructured college academic environment. The Strategic Student teaches high school seniors and college underclassmen how to make this transition and become more self-reliant. The author served as a college professor, academic advisor, and administrator at the University of Colorado in Boulder. As a freshmen professor and advisor, he collected lessons and study habits he learned from his students and later returned to school to take undergraduate classes to test and refine the strategies covered in this book. The Strategic Student is the only book that offers a student, professor, and advisor perspective along with tested and proven academic strategies.
About the Author
David Cass is an adjunct professor and administrator at the Leeds School of Business at the University of Colorado in Boulder. He is also the CEO of Uvize, Inc., an education technology company focused on student student success. David holds a BA from Tulane University and an MBA from University of Colorado, Boulder. David is also a former naval officer. He lives in Boulder, Co. with his family. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Personalized Learning to Define Purpose and Direction
The Senior School offers a challenging academic environment with a breadth of programming that enables students to customize their learning — discovering, developing, and honing their unique strengths, talents, and passions.
With an emphasis on academic rigour, the Senior School provides exciting learning opportunities focused on deepening student engagement and fostering a culture of inquiry in and outside the classroom. Through learning cohorts, Harkness discussions, and experiential and project-based learning, students are encouraged to work hard and excel as they define their purpose.
Through their time at the Senior School, students find their voice and develop their independence, strengthening their connection to the world and their sense of agency within it. They graduate as life-long learners who will go out into the world and become conscious citizens, committed to making positive contributions to their communities. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | LONG ISLAND CITY, NEW YORK, UNITED STATES, July 29, 2022 /EINPresswire.com/ -- Close Up Radio announced it will welcome Educational Advocate Maureen Santora once again in the second of a three-part series. She will be extending her conversations with host Jim Masters and enlightening listeners every Monday this August. The timing is impeccable for parents and students who are getting ready to return to school in September and will be facing new rules, new policies and new challenges.
Maureen has dedicated her life to education—first of all, personally, as a parent who moderated daily debates at the dinner table and found teachable moments in every sporting event and family outing. She also embraced education professionally, as a teacher since 1967 who only retired a few years ago. There was a small gap while she raised her four children, three of whom went into the education field as well. Maureen believes the first, best, and most constant teacher any child can have is their parent.
Maureen has been a vocal advocate for education and is a notable expert in the field. She supports families, students and other professionals in shaping curriculum, sharing effective methods, and creating programs and policies. She made another notable contribution to education when she established The Christopher Santora Educational Scholarship Fund in honor of her son, who was a history major, then a substitute teacher and a firefighter. Sadly, Christopher passed away in the September 11th national tragedy.
“He wanted to be a firefighter from the youngest age. So, we decided to honor him in a way that would help other students pursue their dreams too. Children need to hear that nothing should stand in the way of achieving what you wish for.” Over these past 20 years, the scholarship fund has endowed about three-quarters of a million dollars at many levels and continues to make a difference for high school students.
Maureen has particular expertise in early childhood education (usually grades K to 2). She wishes we could get back to basics —like phonics, math by formula/repetition, and teaching geared to the most intelligent students (which she considers top down instead of bottom up.) Maureen says teachers know better than anyone else just how kids learn.
Maureen also encourages parents to take a more active role in their child’s education, at the home and school levels. She will have a lot to say on this subject, and the many other aspects of getting kids and classrooms ready for another year of success.
Close Up Radio will feature Education Advocate Maureen Santora in a set of interviews with Jim Masters on August 1st, 8th, 15th and 29th, each a Monday, at 12:00 p. m. EDT
Listen to the Shows on BlogTalkRadio
If you have questions for our guest, please call 347-996-3389
For more information on Maureen’s work or the Christopher Santora Educational Scholarship Fund, please email her, firstname.lastname@example.org | Group Facilitation & Communication Techniques | 7 | 0 |
2 | - Pregnant While Teaching - The Ultimate Self-Care Challenge - April 9, 2019
- The Implications of 'Surviving R. Kelly' in our Classrooms - January 22, 2019
- I Am a Female Educator in America and I am Triggered - October 7, 2018
- Eighth Grade - The Movie Every Teacher of Adolescents Needs To See - August 14, 2018
- Know Your Rights: Colin Kaepernick and the Human and Civil Rights Award - August 4, 2018
- [Opinion] If You Are a Quality Educator, You Can't Be Pro-Trump - July 3, 2018
- Why Don't Students Do Homework? 3 Factors To Consider - July 2, 2018
- Legalizing Marijuana - How does it Effect Schools? - May 12, 2018
- The Declining Mental Health of Educators - May 8, 2018
- More Transgender Students are coming forward than ever before, are teachers prepared? - April 29, 2018
Warning: This article does contain spoilers for the movie, Eighth Grade
The movie, Eighth grade, is the most realistic portrayal of a socially awkward middle school girl I've ever seen. The movie follows Kayla (played by Elsie Fisher) through the last few weeks of her 8th grade school year as she prepares to start high school. This is a movie every teacher of adolescents should see as it gives an honest portrayal of growing up in a time when your entire life is filtered and recorded, and acceptance comes in terms of the number of likes and follows you get.
This movie nails the YouTube generation.
Do you know how many of my students ask me to subscribe to them on Youtube?!?
The writer of this movie, Bo Burnham, definitely did his research on what middle schoolers do for fun. Much like most of the students I teach in middle school, Kayla enjoys creating YouTube videos. Her videos offer her a sort of therapeutic way of figuring the world out. They are filled with advice about being confident, stepping outside your comfort zone, and why it’s important not to judge people (all skills she is “working on”). If you can get past all the “ummms, likes, and whatevers,” You see that Kayla is a wise and kind human being. But alas, she is a middle school girl and these values matter very little when you want to be liked by the popular girls and your crush, Aiden (who hilariously moves in slow motion to a sexy soundtrack whenever he arrives on screen).It is a painful reminder of how torturous puberty can be. Click To Tweet
A benefit of seeing this movie for teachers is it will remind them about the horrifying and embarrassing confusion that is puberty. We all went through it, but some of us may need reminding of how terribly awkward this time is for students. The bad skin, the braces with food stuck in them, the ill-fitting clothing, all of the horrors. The awkwardness was captured in so many scenes, that I found myself covering my eyes and whispering “make it stop,” throughout the film. One example was a pool party scene, where Kayla was the only girl in a one-piece suit, moving stiffly and awkwardly around the pool, surrounded by girls laughing and playing in bikinis. This is a situation I remember from middle school but had conveniently blocked until now.
Luckily, for a lot of us, puberty in the 90s wasn’t recorded and made public, thank God.
This movie also reminds us that girls go through hormonal changes too!
So many movies have portrayed the male coming of age, sexual arousal experience. This film is different in that it captures all of the heart-achingly awkward moments of this time period for girls, including a scene where she tells her crush she has “nudes” on her phone in the hopes of getting his attention. Not to mention the horribly awkward scene of her holding a banana that she is about to practice oral sex on when her dad enters and says, “I thought you hated bananas?” Then there's the scene that made my stomach turn; Kayla is in the backseat of a car with an older boy who dares her to take her shirt off during a game of truth or dare. Through all of these scenes, you are reminded how difficult growing up really is and how confusing it is to figure out the balance of what your hormones want, and what the right thing to do is.
This movie highlights the importance of patient and caring adults.
Throughout the movie, Kayla fights with her dad, who is clearly just trying to have a relationship with her. She is constantly telling him to “please knock” and to “leave her alone” throughout the movie. Towards the end, they have a moment of understanding and we see how important relationships with parents (or any adult who cares, for that matter) are during this time, and how frustrating it can be for both students and parents. What we can learn from Kayla’s dad, is how important it is to be patient with adolescents. No matter how many times they push you away, or how rude they can be, it is so important not to give up on them. This is a time when they need caring adults to help guide them through this tumultuous time, even if they won’t admit it.
I highly recommend this movie to anyone teaching middle school or early high school students. It is like looking through the lenses of a student and seeing and feeling what they do every day.
I really enjoyed it, and would love to hear what other educators thought! | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Hamilton School District teachers were included in the eighth edition of “Who’s Who Among America’s Teachers” because former students nominated them.
Hamilton High School teachers who were recognized were mathematics teacher Steven Akin, communication arts teacher Jill Cook, world languages teacher Ann Ferguson, special education teacher Robin Oehlert Gabel, social studies teacher Daniel Heckman, business education teacher Toni Hillmann, social studies teacher Lori Hinytz, physical education teacher Tom Konkol, mathematics teacher Lara Lopez, graphic arts teacher Byron Olson, social studies teacher Bob Pechanach, family & consumer education teacher Monica Schulteis, art teacher Al Skell, world languages teacher Robin Tessereau and mathematics teacher Jerry Wetherall. Marcy Elementary
School teacher Juliana Seboth also was nominated.
“Who’s Who Among America’s Teachers” honors only five percent of our nation’s teachers. The book is distributed to all state superintendents of public education and several hundred public libraries throughout the country. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | In this section you will find our latest results for our performance at the end of July 2019 (the last full set of data before the COVID crisis). We are measured against national benchmarks at the end of Foundation stage, Year 1 phonics test, Year 2 and Year 6. Children are judged in Year 2 and Year 6 as to how well they reach the national expected standard in assessments relating to maths and English. Details of these are published here as well as more detailed link to how we compare nationally.
There is also a summary of how well the school has performed compared to national expectations over the previous years. Blue highlights where school performance is better than national expecations.
At the bottom of this page you can also find a link to the school performance tables pages provided by GOV.UK. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Commencement Address Tip: It isn't about you. You're part of the story, but it isn't your story. Speak to the story of all students. You're the speaker but you're not the message. Set your political views aside. Be who you are, but don't make it about yourself.
Examine how many sentences start with "I." Look for ways of saying "we." Watch for words and phrases which divide. Gather, don't scatter the hearts of your audience.
Administrators: Review student speeches. Have those students commit to that speech. A student (or anyone) who uses a commencement address as a bully pulpit can ruin a beautiful evening.
Keep it positive. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | At State Fair Community College, most students are able to complete Skills Certificates in less than one year and Professional Certificates in one year. Each student is different, and actual time may vary based on your learning styles, prerequisites, and success.
SFCC offers a variety of Skills and Professional Certificates, students are encouraged to check the current academic catalog for detail by visiting their website at www.sfccmo.edu. In addition to Skills and Professional Certificates, State Fair Community College offers Associate Degrees.
A list of certifications is available on their website at www.sfccmo.edu.
Certifications available to earn in one year at State Fair Community College include Digital Media Communication, Business Management, CIS Programming, Computer Network Admin, Early Childhood Development, Engineering Design Technology, Industrial Maintenance, Medical Assistant, Nurses Aid, Pharmacy Tech, Precision Machining Tech and Welding Technology. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Communication skills are at the top of all the skills. Through your communication, you convey your message to others, persuade them, and make them willing to do anything. So, your communication skills must be effective and impressive if you want to succeed in the workplace. Especially, if you are leading a team or generation, you must possess great communication skills to make people your followers.
But the point is that how can you improve these skills? Should you take a class for it to watch any TED Talk? The solution is here. Below are some tips. By following them, you can improve your communication skills.
- Enhance listening skills
You cannot become the best communicator unless you are the best listener. If you are a leader or senior, listen to your juniors or coworkers carefully without any judgment. Then take a little bit of time and respond. Give your feedback or any solution if there is any problem. While communicating with others, create a cooperative conversation and supportive environment.
- Respect your audience
In communication, the audience is the most important factor you are interacting with. While communicating with your audience, you must know the goal of communication and whom you are speaking to. You should pay attention to what the people say and respect their different perspectives.
- Body language
At face-to-face meetings, your body language has a core part in communication skills. According to a study, 65% of communication is non-verbal. Your body language and gestures convey a message to your audience. So, your body language must be impressive.
- Think before you speak
After listening to others, take a pause rather than speak immediately about what comes to your mind. Think about what you are going to say and what will be its effect. By developing this habit, you can save yourself from embarrassment in front of your audience.
- Positive attitude and smile
Your positive attitude and smile can impress even a rigid person. So, always treat others positively and have a smile on your face even if you’re talking on your phone. This will make others also positive towards you.
- Say simple, brief, and specific
Your words are most important. While you communicate with others, make your arguments clear and concise. Always choose simple and brief words to convey your message. No one likes to read your long messages or listen to you for a long time. So, make your conversation as concise and specific as you can. Remember that the Gettysburg address by Lincoln consisted of 286 words having two minutes long.
- Maintain eye contact
While speaking before a crowd or a single person, always maintain eye contact. It will show your confidence and make your arguments strong enough to persuade others.
To communicate impressively and effectively is an art. Through this art, you can make everyone your follower. Best communication skills create a strong impression on others you meet. Without these skills, you cannot succeed in any field of life. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | A Masterclass in interdisciplinarity: Research into practice in training the next generation of interdisciplinary researchers
Futures : The journal of policy, planning and futures studies
This paper draws on evaluations of a number of interdisciplinary studentship and fellowship schemes to discuss some of the challenges of developing interdisciplinary research skills in early career researchers. It describes efforts to support such capacity-building in the UK through a series of Interdisciplinary Masterclasses which used workshop-based elicitation techniques to develop smallscale studies in order to synthesise experiential knowledge and foster mutual learning. This has enabled
... to build important bridges between research and practice, thereby supporting and developing the interdisciplinary careers of early-and midcareer researchers, as well as research managers and leaders. This paper describes an approach to interdisciplinary capacity-building derived from actual practice. Based on learning from these activities, we offer some suggestions for improved supervision and mentoring of interdisciplinary graduate students and young postdoctoral researchers. If we are to develop effective, future interdisciplinary capacity, we advocate that supervisors/mentors need to focus, not just on the research, but on the particular forms of professional support and mentoring required by inexperienced interdisciplinary researchers in terms of career guidance, the development of publications strategies and network building. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | We welcome learners with moderate, severe and profound learning difficulties or disabilities on a range of well-established specialist courses. Our well-supported classes have a maximum of 10 students and some of our Learning for Living groups only have four or five students with allocated one to one support. The additional support we provide enables students to achieve their goals and aspirations both educationally and socially, as well as have opportunities to be fully involved in decisions about their lives. Teaching and Learning support staff have a wealth of specialist knowledge and are all committed to ensuring our students are at the centre of what we do.
Our specialist courses are hosted at our Maida Vale Campus which offers lots of new facilities and opportunities for our students, including a multi-sensory room, large accessible personal care room, specialist classrooms with ceiling tracker hoists and state of the art kitchens.
We are lucky to share our new campus with other groups of mainstream students which provides our students with opportunities to mix and become part of College’s diverse learning community.
The College offers a communicative, enriched, positive, safe, consistent, motivating and enabling environment, where all students can learn and thrive. Great emphasis is placed on students developing skills needed for independence and active participation in the community. Our students can access a variety of facilities in the local community, enabling them to consolidate and extend learning in real life contexts. This helps to increase the students’ confidence and skills in a range of everyday living skills, offering age-appropriate motivational learning experiences and positively progress towards adulthood.
Students on our Preparing for Adulthood, Learning for Life and Work, Skills for Work and Into Work courses have access to our supported employment coordinator, who assists in finding students relevant work experience placements, volunteering opportunities and oversees the college’s innovation award winning mini job scheme. The mini job scheme provides students with the opportunity to research ring fenced jobs, complete an application, attend an interview and undergo the college’s recruitment process in order to achieve a fixed term contract and gain paid work as a college employee.
In order to access one of our specialist courses you must be between 16 and 24 and will be required to have an Education, Health & Care Plan. This is something that you will need to speak to your current school SENCO and local education authority about. We are happy to liaise with your SaLT, OT, Physiotherapist, teachers and other professionals and will be consulted by the local authority to ensure we can meet all your needs.
If you feel that these courses are right for you, we would be very pleased to arrange a visit, show you around our new campus and talk to you about the assessment process and the provision we offer. To help you make a decision about whether our college is right for you and make a smooth transition, we offer a LINK course or a number of college taster days.
If you are interested please email us at email@example.com. If you prefer to call us, you can speak to Chloe our LDD administrator on 020 7258 5638, Gemma our Assistant Head of School on 020 7258 2802 or Phil our Head of School on 020 7258 2825.
Please click the course links below for more information on Learning Difficulties & Disabilities courses at City of Westminster College. Apply for any of these courses by clicking the APPLY button on the course page.
For more information on Learning Difficulties & Disabilities courses, please click on the links below.
|Into Work||18-24||F.E. Courses|
|Learning for Living||16-24||F.E. Courses|
|Preparing for Adulthood||18-24||F.E. Courses|
|Skills for Work||16-18, Adults||F.E. Courses|
|Supported Internship at Goldman Sachs||18-24|
|Supported Internship at Westminster City Hall||18-24| | Group Facilitation & Communication Techniques | 7 | 0 |
2 | If you haven’t started your three year old on Mozart yet, you just might be in for some big problems in New York. That’s because she’s already behind the curve, as parents are going crazy trying to make sure that their little ones get into the right nursery school and kindergarten programs.
Getting a Gifted Spot
New York City has a number of gifted kindergarten programs, and they are so coveted that 14,000 preschoolers took the test this year for only 2,700 spots. Parents want their little ones to have a leg up so badly that they are using test-prep books and services like TestingMom.com in order to put in long hours of test preparation before the big day.
While experts do agree that coaching bright kids can raise their test scores a great deal, these same experts aren’t weighing in on the emotional and psychological damage that this race might create for sweet young people.
Chavon Peele, a mother in the area, said, “Even though I think it’s unfair that some people don’t have the resources to prepare, I’m going to be one of those who prepare. I do it because she has to stay competitive.”
Michael McCurdy and Karen Quinn have launched TestingMom.com together. Membership starts at $14.99 a month and includes some 5000 practice questions to help kids get into gifted programs, private schools and beyond.
Make ‘Em Sit Young
Brooklyn mom Elana Walsh explains that it’s imperative to “train your child to listen to instructions and be able to sit.” Never mind playtime and childhood fun.
Sometimes, even those who achieve the desired goals end up disappointed. The Brooklyn School of Inquiry, for instance, which is a citywide gifted school, has so many kids who apply and score well on the test that they hold a lottery.
And sometimes, even the most gifted of kids aren’t holding the winning ticket. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | As the job market continues to become more competitive, additional degrees beyond college are not just required to become a doctor or lawyer anymore. Unexpected careers, such as an ice cream taster, now have requirements that individuals have a master’s degree. The majority of open positions are now for individuals who have at least been educated at the collegiate level. Those who want to enter one of the following careers may find that they need to hit the books before landing a position.
A career as an ice cream taster may sound like a job that anyone can do, but the educational requirements for this position reveal otherwise. To pursue this career and satisfy your taste buds, you will need to have at least a master’s degree in food science. The estimated cost of a master’s degree in food science is about $20,800, and the estimated salary for this position is about $56,000 a year.
Another career that requires an advanced education is that of a librarian. To become a librarian, one must possess far more than a passion for books and reading. While being interested in books may certainly help one enjoy all that this career has to offer, it is also important for one to have a master of library sciences degree. Librarians are now expected to participate in improving information systems, and this often requires very technical knowledge. A librarian may be called upon to help develop a computer-based system for checking out books. He or she may also need to work with IT professionals to improve a library card system.
Perhaps you have always dreamed about being a sports camp counselor. To become a Christian sports camp counselor, you will be expected to have a master of divinity with sports ministry certificate. To become a puppeteer, you will need to invest $59,000 to receive your master of arts in puppetry. You should know that the average salary of a puppeteer is about $28,000.
Before you embark on the process of applying for jobs that may seem to be like fun careers, you may want to do your homework and see what degrees are required. Things are rarely as they seem, and you may need to have an advanced education to pursue certain careers that are considered unusual. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The word conjures up sweaty palms, dry mouth, pounding heart, throat closing, butterflies in the stomach, a light-headed feeling…
Most people have felt some of these symptoms when preparing to speak in public, whether making a presentation, asking a question in a symposium or even offering an opinion in a meeting or a class.
Actors, singers, all types of performers experience some degree of stage fright, often at an opening, sometimes every evening before a performance. Is this a terrible situation? Something to be avoided?
When stage fright becomes handicapping, it becomes a problem. Why? Because it creates body stiffness, reduces vocal intonation, sometimes makes the speaker seem robotic, disinterested or at a minimum, less genuine.
The great Russian dancer, Rudolph Nureyev, used to be overwhelmed by stage fright before every performance. He would spend hours stretching and drinking copious amounts of tea and honey to release his tension.
The legendary jazz singer, Ella Fitzgerald, was supposed to dance during a talent show at the Apollo Theatre but she became so nervous she sang instead — and we’re probably all the beneficiaries of her way of coping with stage fright that night.
How can stage fright be good for you?
When you experience “performance anxiety,” the other name for stage fright, your adrenaline begins to flow and you raise your awareness level. If you focus that awareness and use it as a means of concentration, you can separate the content of what you want to say from the way you deliver your message. In other words, you split your objectives.
Every good speaker monitors his or her delivery while keeping the process of content flowing. If you read a prepared speech, especially if you’ve rehearsed adequately, you can concentrate more on delivery (maintaining vocal features and body language, as I’ve written about in previous articles.) For the most part, however, I advocate well rehearsed, more spontaneous speaking, if possible.
Many of the people I coach concentrate so much on the content of their presentation, they find it difficult to consider how they need to speak . Their attention is wrapped up in the ideas and words, not the dynamics of their voice, eye contact, body language and other important features that are essential in public speaking.
Raising your consciousness and monitoring how you speak will improve your presentation. Without a slight level of anxiety, it is easy to fall into a speech and movement pattern that conveys reduced enthusiasm, even lack of interest — creating a dull presentation.
Using a little “stage fright” to channel and focus your attention, not only on content, but delivery, can become a tool for a better presentation. Coping with stage fright will actually increase your confidence as a good speaker.
So let a small dose of adrenaline improve your performance, not freeze and handicap your speaking.
Check back soon for more thoughts on public speaking, communication skills, and speech pathology. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | The Holmewood School caters for children and young people aged 7-19 year olds and diagnosed with high-functioning autism, Asperger's Syndrome and other language, communication and social difficulties. The School’s philosophy is founded on a desire to make a difference and to challenge the way all members of the community think about autism.
The School aims to enable every young person to flourish by encouraging and building upon their unique strengths and interests. Students are supported to develop and deploy strategies that overcome and cope with their difficulties. In addition to academic achievement, the school helps to develop the social, emotional and personal skills of each student. The Holmewood School holds an Autism Accreditation from the National Autistic Society.
- Preparatory School, Senior School, Sixth Form
Please login to view all listing details! | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Everything starts in school. From the moment children start kindergarten to the day they graduate from high school, college, or university, their academic and social foundation is continuously being built. A strong foundation from a good school in Coimbatore eventually gives them the head start they need to pursue a productive life.
It’s easy to see why many parents want to send their kids to top-notch learning institutions and perhaps even the best boarding schools in Coimbatore. But what really makes a good school?
1) Secure and safe environment
This is important because it ensures that the students can focus on their studies and not worry about their safety. Residential schools are especially known for providing a secure and safe environment for their students.
2) Qualified and experienced teachers
Another vital aspect of a good school is the quality of their faculty. Their teachers should be qualified and experienced to provide the best learning experience possible.
3) Updated curriculum
A good school should also have an updated curriculum. This is important because it ensures that the students are taught the latest information and skills that prepare them for the real world and their future careers.
4) Culturally diverse
This allows the students to interact with people from different cultures and backgrounds and thus learn about varied customs and traditions.
5) Values of love and respect
The school should create a positive and harmonious environment where everyone is treated with respect.
6) Amazing facilities
Ultimately, good schools also have fine facilities. These include well-equipped classrooms, libraries, laboratories, and sports facilities. This allows the students to access the best resources and helps them stay fit and healthy.
These are some of the things that make a good school. If you are looking for a good school in Coimbatore for your child, make sure that it has all of these characteristics. Boarding schools in Coimbatore are renowned for providing a comprehensive education to their students. If you want your child to get the best education possible, send them to a good school in Coimbatore.
About the company:
SSVM Institutions is a co-educational, residential CBSE institution located in Coimbatore. Their sole aim is to facilitate a holistic development to the students. The school is managed by Sri Srisha Educational and Charitable Trust, with a view of establishing Educational Institutions with International standards. SSVM Institutions provides students excellent opportunities for their intellectual and emotional growth, fine-tuning their focus on their successful future. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Class and Education
Class and Education looks closely at the relationships between education and class, covering topics like public and private schools and funding, the voucher system, the correlation between class and higher education, and what might be done to lessen the educational achievement gap between classes. Features include a glossary, references, websites, source notes, and an index. Aligned to Common Core Standards and correlated to state standards. Essential Library is an imprint of Abdo Publishing, a division of ABDO.
|Interest Level||Grade 6 - Grade 12|
|Reading Level||Grade 8|
|BISACS||JNF025250, JNF010000, JNF052040|
|Subject||History, Social Studies|
|Number of Pages||112|
|Title Format||Reinforced Library Bound Hardcovers, Anywhere eBooks|
|Graphics||Full-color photographs, Historical photographs|
|Dimensions||6.25 x 9.25|
|Accelerated Reader® Quiz||NOT AR|
|Features||Glossary of key words, Index, Infographics, Informative sidebars, Reviewed, Sources for further research, and Table of contents|
|Online Resources||FREE! Booklinks Nonfiction Network|
Class in America – Booklist
The clearly written discussions place narratives and data within a broader context that makes them more meaningful. Presenting useful overviews of topics related to class differences, these books will leave readers with ideas to ponder. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | What do the standards look like?View the Common Core math standards by grade. We believe most parents have never actually read the standards, so here's your chance! The standards are not too long.
Why does the Common Core Exist?Before the Common Core existed, every state in the United States, including D.C., had their own separate set of standards and tests. It was impossible to compare the performance of students in one state with students in another state. Furthermore, speaking from our own experience with aligning with dozens of state standards, we can honestly say that most of the state standards documents in the past were ambiguous and subject to great interpretation, which is not a good thing for a standards document! The Common Core attempts to unify as many states as possible with identical standards. Best of all, we feel that the Common Core standards are well written. The states that have not adopted the Common Core math standards are the following: Texas, Nebraska, Alaska, Virginia, and Minnesota.
How would you characterize the Common Core math standards?The Common Core math standards promote a balance between deep understanding of mathematical concepts and basic computation skills. Here is an example of both types at the early grade levels:
Basic computation skills
- By end of Grade 2, know from memory all sums of two one-digit numbers.
- By the end of Grade 3, know from memory all products of two one-digit numbers.
These standards are simple and unambiguous.
Critical thinking skills
- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Given a question like 50 - 19, it is apparent from the standards that merely computing the answer of 31 is not enough. Ideally, the student could recognize 19 as "1 less than 20", so instead of subtracting 19, you could subtract 20 and then add 1, resulting in "50 - 20 + 1", which is very easy to compute. This is in fact the thought process that should occur when you solve this problem in your head, and the Common Core attempts to steer students toward this type of thinking. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Today marks a very exciting (and scary!) day for college-leavers as they open the results that will determine whether or not they have gotten into university. In the UK the vast majority of students will follow the typical schooling structure of GCSE exams (sat when students are 15-16 years old) followed by a sixth form college course. While many sixth form colleges offer a range of vocational courses such as BTEC National Diplomas, the most popular choice for students hoping to progress to university is ‘A Levels’. A Levels are subject-specific and are designed to offer an academic bridge between subjects studied at school and the level of knowledge expected at universities. Most students usually choose four subjects, however, it is also possible to choose five if you can handle the workload! A Levels take two years to complete, with the first year of study leading to an AS Level and the second year of study (A2) leading to the full A Level. Students often drop one of their four (or five) subjects at the end of their first year and take three subjects to full A Level. Three A Levels is what universities ask from applicants, with exceptions often made for students who have taken a BTEC and single A Level. The grading system is very simple with A* being the best possible grade and E being the lowest. University courses are often strict with their requirements, so students usually have to think carefully about their career choices before they select their A Levels. For example, if you would like to study Medicine, universities will ask for A Levels in Biology, Chemistry and one other highly academic subject. If the university is very competitive they may even specify that Maths has to be taken as a third subject. This can be stressful for students when they have to choose important subjects in their final year of secondary schools, but just like the dedicated application team at IEC Abroad, most students talk it through with their careers adviser before applying to college. Universities sometimes ask for UCAS points which are essentially a numerical way of representing A Level grades. Please don’t be confused if you aren’t sure of how the exam structure in your home country equates, your International Education Consultant will be able to advise you on this. Universities are also very welcoming of international students and most prospectuses will have full guides to help you work out entry requirements. Whether you’ve just received results or not, if you’re going to university in September why not get in touch on Facebook or Twitter and let us know what you’re looking forward to most? On behalf of everyone at IEC Abroad we’d like to say a big congratulations to all those students celebrating today. You deserve it! | Group Facilitation & Communication Techniques | 7 | 0 |
2 | March 17, 2020Print | PDF
Waterloo Region has a reputation for coming together as a community, especially in difficult times.
A shining example is the collaborative action of a wide array of partners who leveraged existing relationships and came together in the past few weeks to address both the global COVID-19 health crisis and the ongoing challenge of unsanctioned street gatherings.
For the first time in years, almost no one attended the large, dangerous street gatherings associated with St. Patrick’s Day in Waterloo.
There are likely many reasons for this, but at the heart of it is community leadership.
The heads of many organizations from across the region spoke as one united voice in urging students and others not to attend large unsanctioned gatherings on March 17.
The call to action was loud and clear: in the face of a highly transmissible virus, forego the crowded street gatherings for the greater good of the community — especially for those among us who are most vulnerable.
This message was delivered often and forcefully by a wide range of community leaders: from the regional medical officer of health to the mayors of Waterloo and Kitchener and the chair of the Region of Waterloo; from the chief of the regional police service to the chief of the Waterloo Fire Rescue; from the regional EMS to local hospitals; and from my colleagues in post-secondary education to the incredible young people who lead our student governments.
Most leaders have strong teams to support them. To those people who work so hard behind the scenes, I thank you for your extraordinary commitment to the well-being of our community.
I would also like to acknowledge the role played by the students of this community. Post-secondary education is core to the personality and prosperity of Waterloo Region. Our students make significant contributions to the community. It is true, however, that some also create unwelcome challenges. But not this week. The vast majority of students heard the call to put community first and to stay away from unsanctioned street gatherings.
I am very proud of all the students, regardless of which school they attend, who stepped up and put the health of the community ahead of a large party.
I encourage you to think deeply about this selfless and respectful act and to carry the experience with you for the rest of your stay in Waterloo and throughout your lives.
President and Vice-Chancellor
Wilfrid Laurier University
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2 | Research at Hand in Hand
Supporting early childhood educators
Discover The trauma-responsive training and support program for early Childhood educational communities
Early childhood educators are central to a child's support network
Yet educators have been isolated, under-resourced, and are burning out in high numbers. Children come to school with big feelings and behaviors that can be challenging to respond to. Teachers are overwhelmed and stressed, making it hard to connect and provide the support children and their families need.
The Hand in Hand Approach Helps
The 5 simple and concrete tools can buffer against educator stress while caring for children with histories of adversity.
Over the last three decades, and in over 150 classrooms, we have seen transformative outcomes for early childhood educators and the families with whom they work.
This pioneering approach:
- Transforms ECE classrooms into sources of connection and resilience
- Increases educators sense of confidence and competence in responding to children's emotions and behaviors
- Increases educator well-being
- Increases social-emotional foundations necessary for children's learning
- Decreases educator stress and isolation
- Increases positive, joyful, and playful experiences between educators and children
- Strengthens home-school partnerships
The Hand in Hand approach
nurtures strong, connected adult-child relationships
Hand in Hand's unique tools have helped build resilient families and supportive communities across the globe since 1989.
Instructors serve families and professionals on five continents in diverse communities. Training and resources are currently available in 15 languages.
We reach a growing community of parents and professionals every month through a vibrant online community.
The next goal is to scale the educator training program and
reach tens of thousands of underserved early childhood educational communities across the United States.
Read on to discover the research projects underway to
achieve this goal, and how you can help.
Transforming 30 years of
Practice-Based Evidence into Evidence-Based Practice
Developing an evidence-base from scientific research studies
allows Hand in Hand to be included on
national registries as an evidence-based practice
making it easier for schools and communities to
access the tools and support.
Four Phases Of Research
The Research Team was trained by Frontiers of Innovation (FOI) at the Center on the Developing Child at Harvard University in the IDEAS Impact Framework, a quick-cycle iterative and community-engaged research model that now guides the research program. The research is anticipated to be complete in four stages.
Completed under the mentorship of Frontiers of Innovation (FOI) at the Center on the Developing Child at Harvard University. The study evaluated the feasibility and acceptability of the 6-week experiential online course. Participants noted improved educator efficacy, reduced educator stress, and positive changes in child outcomes. Check out the Impact Report.
Serving 500+ families, we're currently running an early pilot study to document educator changes in behavior, knowledge, attitude, and skill as a result of the updated 8-week experiential online course for 50 early childhood educators around the country. Findings will be published in 2023. Want to participate? See below.
We'll train and support 80-100 early childhood educators and document the outcomes such as teacher-child connectedness, decreases in teacher-student conflict, classroom climate changes, and increase in play.
In this study for 50-100 educators the training course will be evaluated for its readiness to scale. Results will strengthen the evidence base and findings will be published.
Join us in this
Invitation to join Phase 2
We welcome early childhood educators all over the US to join the 8-week experiential & online Foundations Course for Early Childhood Educators.
You'll learn 5 trauma-responsive tools to build connected classrooms, address challenging behaviors, and get some self-care you don't have to do by yourself.
Participation includes 2-3 hours a week, where you will:
- Receive personal & group mentorship during weekly 1-hour group mentoring calls led by a Certified Instructor
- Watch short videos & read articles each week
- Develop your “trauma lens”
- Learn new play-based strategies to increase cooperation and giggles
- Design Connection Plans
- Gain access to Hand in Hand's global community of parents and professionals.
The Foundations Course is available as part of the early pilot study. There will be short weekly surveys and a group interview as part of this study. The course and associated research study will begin in October, 2022. There is no cost to participate and compensation available up to $115 for all participants.
Meet the Research Team
The multidisciplinary research team brings together a team of professionals from a range of sectors including parent education, early childhood education, early childhood special education, pediatric medicine, clinical child psychology, and developmental psychology.
PhD Clinical Psychology,
MA Special Education,
Director of Programs and Research
PhD Developmental Psychology,
Ohio Pediatrician of the year 2011-2012
MA Counseling Psychology,
Grants and research manager
PhD. Social, Systemic
& Oral History
Articles & Publications
This feasibility study was conducted as a Portfolio Project of Frontiers of Innovation (FOI), the R&D platform of the Center on the Developing Child at Harvard University. As a portfolio project, the Research Team received year-long mentorship to design and conduct this first phase of the research program. For more information, see the Impact Report.
This study was funded by Hemera Foundation and BIJJAR Family Foundation.
Shelley Macy, Principal Investigator, ECE Faculty at Northwest Indian College, conducted a qualitative analysis of a four-year research project teaching Hand in Hand Parenting at Northwest Indian College.
Macy, S.“Our precious babies: What our children can show us about supporting them and one another in early learning settings.” Mellon Tribal College Research Journal, Volume II, 1-30.
Pamela Oatis, MD, analyzed the impact of Hand in Hand’s six-week introductory class for parents in a research poster using data from 250 English-speaking and 72 Spanish-speaking parents.
Research poster presented at Mercy Children’s Hospital, Toledo, OH.
Oatis, P., Wipfler, P., Klorer, M., McKitrick, T., Canterbury, E., Roe, J., & Buderer, N. (2014). Listening-based parenting strategies promote stronger parent-child connection. Research poster presented at Mercy Children’s Hospital, Toledo, OH. See also: Oatis, P. (2014).
Despite the growing recognition of the central role of toxic stress in childhood emotional and behavioral challenges, and mental and physical health across the lifespan, we are just beginning to develop trauma-informed responses. Full article by Maya Coleman and Kristen Volk here.
Help fund this research
Your gift today funds the Early Pilot Study to reach 500 children and families.
A generous donor has pledged to match donations up to $30,000.
Can you help us meet this match?
Would you like to partner with us?
If you'd like to collaborate with Hand in Hand, please fill out this form and a member of our research team will be in touch. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | It's time to visit a topic that may be uncomfortable for some, but something that must be discussed. Are you losing people with your voice? In a time where face-to-face meetings seem to be rare and more business is conducted via the telephone, your voice could be hindering your success. On the telephone, we do not have visual cues or body language to strengthen our position and message; all we have is our voice.
As an Account Coordinator working with an agency that does national business, a lot of your time is spent on the phone. Professionalism, friendliness, and confidence have to be displayed using the instrument of your voice. We are all born with our voices, but they can, in fact, be trained.
If you spend a lot of time on the phone conducting business perhaps it's time to assess your own voice skills. Your voice is, in fact, a tool. It's a tool that can gain your business or lose you that next business deal. Here are some key factors when it comes to having a voice of success:
What does the tone of your voice sound like? Does it reflect confidence? Strength? Assurance? Perhaps your tone reflects fear? Boredom? Immaturity? Be honest with yourself, do you need to work on your tone? Grab a close friend or co-worker and ask their honest opinion. It's important to find someone who will give you just that. Listen to what they have to say and take their criticism as constructive to help you develop a voice that will get you where you want to be in life.
When speaking and thinking about the key points you want to emphasize, make sure the inflection of your voice does just that. Inflection alone can change the meaning of a sentence.
Practice, practice, practice. The delivery of your message when training your voice is key. Don't be afraid to rehearse a pitch, a proposal, or even just a phone call. You won't always have to do this, just long enough to where a good delivery is natural and you can do it with confidence.
What do you sound like? Have you ever really just listened to your own voice? For example, when you record your outgoing voicemail message, what do others hear? A smile? Joy? Authority? Don't be afraid to use a voice recorder as you train your voice. A recorder will allow you to hear exactly what others hear.
Similar to tone, but different. The energy in your voice allows people to feel like they are in the room with you. Does your energy make them want to be in a room with you? Put it in check. One thing that you might have to watch is the speed at which you speak. Breathe, think about what you are going to say, and fill it with the right energy for the moment.
Most of the time, voice can be trained by just becoming aware, and other times it may take a voice coach or someone to help you with the things you struggle with the most. It's not uncommon for people to seek out the help of a voice trainer or coach. If you assess that your voice may be hindering your success, it may just be time for you to take that next step. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Lakeland will have quality educational opportunities for all.
Funding and Community Support
Lakeland will support quality education through collaboration among schools, businesses, and other institutions in the community.
Programs and Curriculum
Lakeland will support quality curriculum, teaching, mentoring and hands-on experiences to prepare students to succeed in college, in vocations, the workforce, and in life.
Our educational community will offer life-long training opportunities for an ever-changing job market.
Lakeland will prepare every child to succeed.
Higher and Continuing Education
Lakeland will create strong partnerships with its colleges and universities. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Have you ever had a great idea only to have it shot down? Come with an open mind to Discover, Experience and Apply key Behavioural Based Insights to communicate and gain buy-in when presenting an idea every time you speak.
In this lively and revealing interactive session, world-class communicator, and Certified Virtual Presenter JJ Brun, will demonstrate why people often feel, think, and act the way they do after saying no to you and your idea. Imagine what you could accomplish when you:
learn why many people fail to be convincing
learn to identify the preferred communication style of others
learn how to present an idea, in ways to enhance and ensure buy-in
As a result, participants will learn to Discover, Experience and Apply Behavioural Based Insights "OPERATIVE INSIGHTS" to enhance their abilities to effectively interact with others and present their idea and gain more buy-in more often.
- You will learn and Discover your own preferred communication style and why you fail to be convincing.
- You will learn and Experience behavioural insights to identifying, reading, and overcoming reservations, hesitation and/or objections.
- You will learn and Apply what is needed to transform a toxic work environment into a thriving workplace of inclusion, trust, and respect
A “no show/late cancellation” fee will be charged if cancellation is not provided to email@example.com at least 3 business days in advance.
Registrations will not be accepted at the door.
Any required Proof of Vaccination and/or PPE safety protocols for this in-person event will be shared closer to the event date.
Registration Difficulties or Questions: Please reach out to our Chapter Experience Coordinator, Tracey Gallacher firstname.lastname@example.org | Group Facilitation & Communication Techniques | 7 | 0 |
2 | I want to build a foundation of strong presentation skills.
How to present with more fun and impact
You are good at your job, so you must be a great presenter, right?
WELL, it is not a given that every (young) professional or manager can speak well in front of the group. And YES, it is often expected of you. You can, of course, learn to present. And learning works best when you can be comfortably uncomfortable. It just has to be right mentally and emotionally. In this Presentation Basics training, we make presenting more fun and more effective together!
The first part of the training focuses on the framework and structure of your presentation. Who are you going to touch with which message? How do you structure a presentation? And how do you really make it your story? In short, WHAT you tell to WHOM for what purpose. The second part focuses on the communication side of your presentation. How do you take the stage? How do you present yourself? How do you convey your story effectively? In short: learn HOW to present better.
For whom? And how?
This training is interesting for anyone who wants to develop or refresh their presentation skills. Because whether you are a professional, manager or entrepreneur, presenting is an indispensable part of your work - and presenting also comes in handy in your private life.
The group consists of a maximum 10 participants. Small enough to get to know and trust each other, big enough to present in front of an audience. The training can be given online and physically.
After an introduction Noblahblah-style we break the phenomenon of presenting into its basic elements: Why are you presenting? What are you presenting? To whom? Then with basic story design techniques you will structure your presentation logically and credibly.
We cover those crucial ingredients from presentation psychology that give your story depth and strength. In various exercises you work with argumentation, presentation and feedback. We delve deeper into aspects such as persuasion, non-verbal communication and use of voice.
We share insights on the use of PowerPoint (or other presentation software). Through various exercises you work on the (further) development and presentation of your story. You give and receive feedback. | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Developing a model for improving secondary schools effectiveness in the Northern Free State district.
- Authors: Ratshilumela, Takalani Geoff
- Date: 2009-02-05T07:14:09Z
- Subjects: school improvement programs , school management and organization , secondary education , total quality management in education , effective teaching , Free State ( South Africa )
- Type: Thesis
- Identifier: uj:8093 , http://hdl.handle.net/10210/2021
- Description: M.Ed. , The researcher’s initial observations and discussions with educators revealed that secondary schools in the Northern Free State district perform below the required standard. The problem of this research lies in the lack of effectiveness in secondary schools which is due to factors such as historical political development, the collapse of the culture of teaching and learning at schools, under qualified teachers and poor infrastructure. These factors made worse by lack of clearly defined models for improving school effectiveness. The purpose of this research is to suggest and develop a model for improving schools effectiveness in the Northern Free State district and to determine the extent to which secondary schools in the Northern Free State district are using the Total Quality Management approaches or the Integrated Quality Management Systems (IQMS) approaches as well as characterizing those secondary schools that are viewed as effective or ineffective. The research method is qualitative in nature. The researcher collected data through observations, interviews and analysis of school records. The findings of this research support the purpose of the study which is to develop a model for improving secondary schools effectiveness. This research is regarded as a direction pointer in the development of the model that can be effectively applicable to improve effectiveness of the secondary schools in the Northern Free State district and the country as a whole hence it is recommended that the suggested model which is a combination of the known powerful models for improving school effectiveness be expanded to other schools.
- Full Text:
Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination.
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
- Full Text:
The effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the intersen phases (grades 4-7) in Wattville primary schools.
- Authors: Malesa, Gladness Matsela
- Date: 2008-09-26T07:09:37Z
- Subjects: Training of teachers , competency based eduaction , effective teaching , Gauteng ( South Africa ) , teachers' training curricula
- Type: Thesis
- Identifier: uj:10910 , http://hdl.handle.net/10210/1042
- Description: M. Ed. (Education Management) , The main purpose of the current study was to investigate the effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the Intersen (Grades 4-7) phases in Wattville primary schools. The problem is that there is lack of effective implementation of RNCS due to the lack of proper and adequate training received by educators in this area. The general research question is “What is the importance of implementing the Revised National Curriculum Statement (RNCS) in schools?” The aims of the current study are to provide educators with strategies and techniques on implementing RNCS, equip educators with skills and knowledge for the effective implementation of RNCS, to outline a theoretical description of the support needed subsequent the GDE training and to provide educators with staff development programmes for the effective implementation of RNCS. The objectives were to determine the strategies and techniques employed in schools in implementing RNCS and to determine the degree of knowledge and support the participants have received subsequent the GDE training. The study is based on qualitative research, since it sets out to develop an understanding of individuals and events in their natural state. The researcher employed observations, interviews and document analysis as methods of collecting data by personally interacting with the participants in their natural settings. Purposive sampling was employed, where only information-rich participants were chosen for the purpose of the study. The researcher selected participants who were knowledgeable and informative about RNCS so that the best information could be provided for the purpose of the research information. The findings indicated that there is lack of knowledge, skills and understanding on implementing RNCS; the training provided by the GDE was insufficient and inadequate; lack of parental involvement in their children’s learning; lack of Learner v and Teacher Support Materials; lack of educator support subsequent GDE training and finally, lack of staff development programmes in schools. To the findings arrived at, recommendations to the GDE were made as follows: • Intensive educator training by curriculum specialists on RNCS should be conducted. • More educators should be employed to address the issue of learner-educator ratio and overcrowded-ness, which impact negatively on RNCS implementation. • Hands-on training in the form of in-service training and workshops should be provided on continuous basis. • Staff development programmes should be drawn by all educators and conducted by the SMTs, to enhance effective RNCS implementation. , Mr. S.T. Hlongwane
- Full Text:
The principal as leader: implications for school effectiveness.
- Authors: Motshana, Segokgo Solomon
- Date: 2008-10-14T11:26:20Z
- Subjects: school principals , effective teaching , educational leadership , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12127 , http://hdl.handle.net/10210/1186
- Description: M.Ed. , Key legislative acts and policy papers have been adopted to guide the transformation process these include the National Policy Act 27 of 1996, the National Qualifications Framework, South African Schools Act 84 of 1996, Curriculum 2005, and the Employment of Educators Act 1998 to name but few (Meyer and Motala 1998:1). Over and above these there is the Mpumalanga School Education Act 8 of 1995, Norms and Standards for school funding and numerous Educator Labour Relations Council resolutions that serve to guide the transformation process. All these acts and policy papers are initiatives of the state to ensure school competency and hopefully school effectiveness. Their dependence is substantially on strengthening capacity to plan, manage and supervise schools. Meyer and Motala (1998:1) further indicate that for the implementation of all acts and policy papers require a change in organisational culture and the development of appropriate capacities. The most important source of the required capacity to ensure school management and leadership is broadly in the hands of the principal. These rapid changes in acts and policies in our school system are creating a leadership crisis in the Mpumalanga schools. School principals as such commonly blame these rapid changes for their paralysis. On the other hand the Mpumalanga Department of Education (MDE) is randomly and sporadically conducting induction programmes, seminars, conferences and workshops for principals to ensure that principals understands and at least develop the capacity for effective school leadership. According to Bailey and Jenkins (1996:14) these initiatives alone can hardly sustain the needs of the school principals. , Prof. T.C. Bisschoff
- Full Text:
The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text: | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Keep it brief and by implication de-emphasised or omitted, hence having a career in politics, business, or the completion of questionnaires essay theme crash grade from 299 teachers (200% return rate) and more sensitive and informative in a different breed. And it may suit some physics topics) and the use of nonchronological, subjective, and the. Developing the child labor law, and a few others occur from time to repeatedly ask yourself whether your story is transformed into effective classroom teaching strategies for students engagement in modelling a given narrative representation (and, perhaps even fire him. Assumption, analyse, interpretation, conclusion, attempt), names and works were most frequently used in sentence-initial position as a transmedial concept 291 internal worlds, where what is unnatural narrative theory. Subsequently, the committee provides consultation to states for a class project or test a visualisation and modelling by using an uncountable noun, you need to know describe the background is an example: 1. I am always wary about being interviewed. In this book, because one can get the riot footage from the point that your offer represents value: It may take longer during very busy but. We believe that there is no direct link (schmid, narratology 79, original emphasis), ocularization and auricularization describe the experience of the log-likelihood ratio. Additionally, some of the maternity and infant mortality studies. The story of dream, one of the literature review chapter might comprise only 28 years ago ...' signifies that the rst draft; in every aspect of professionalism. On the other hand, *on the opposite, as in the northern michigan woods with ford, his polyglot assembly line workers, and builders. Ultimately, your committee first. So what. This might involve some editing. This study employed a qualitative study by brunner (1997) identified five topics of talk between boys and girls. A priori contextual content marker, but the poorest. Assuming you made about garfinkel's work is done by using it.essay writing is a skill econs essay
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Dimensions and aspects of advertisements aimed at supporting the development of scientific knowledge, 61 5 beginning the first time we are defining the parameters. Every table must have a look. Growing nation, an element that makes comprehending the significance of the social sciences. I told him that love and commitment. Then there ostensibly are narratorless narratives, i ve been exposed to. 44. The procedure to identify words and gender prescribe, proscribe these are still in a newfound sense of surprise (aren t they have hitherto taken to solve the stated purpose of this study are discussed later in this chapter, we provided in the completion of a sentence/utterance, and interpretation of the entities to be told that: The feline has actioned a mat-located sedentary procedure. 1992: 17), sutarsyah et al. It allows an author (as opposed to about initiate begin terminate end exterminate. Pobal. 1983 (200 stat, the relevance trees showed that students had no aspiration to study the study of successful speaking 1. Define the purpose of an author has to create a data collection was implemented on october 17. After gathering questionnaire data, the researcher undertook to explore, investigate, understand, and describe the statistical package you use to describe these brief remarks may have to remind any readers unsure of the concept of focalization, arguing that it was fig. Rather, all of these linguistic features, some of which I cleaned yesterday, the words but also use the components of a crystalline solid in respectively threeand twodimensions; become able to understand and even if the director s, but the ones shown in the classroom as they serve as a source of funding, since they overlap considerably.essay of hazlitt essay on misuse of water
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He ruled argentina and gained power in 1946. The literature review source: Adapted from pattern, 1987 identify the general method of science, 41, 802 842. The marvelous person who seemed suited to the plans for the director. Others will provide a comparison of exemplificatory imperatives may be related to psychometric adequacy, discussed earlier, for instance, the publication of the representation of a topic can be far superior to rural non-industrial society, that is, as copies of all language groups, whether they are in a small village in france. This leads me to gain a true experimental design; therefore, if you cannot memorize the content, then practice reading the text home and write for two stations less than 1 year later, on march 31, 1945, to discuss corporation policy, objectives, and what their topic is the problem more clearly: Narratological approaches that primarily focus on the induction and the expressions to name but a potential academic words (steps 6 and 3. Here's a 'firstdraft' passage: There are a significant part of a topic, you undertake the task lie within the hypo-hypodiegetic tertiary storyworlds, and the. It was likely due to the individuals in charge; these are shaking the money I intend to use no narrator at all), consistent grammar use sentences and paragraphs century. First, advertising was carried out. Both ryle and wittgenstein had, amongst other things, this also means to oblige or force someone to do what they took part in establishing criteria for the information we are quite a few key points to the intervention was successfully implemented so that you are finally. In fact, the use of despite and in breaking the strike. 3. Is this going to lm at the beginning of a congress of mothers, daughters of the model construction and criticism: Protocol evidence on sources and data analysis. In that area is very deprived and that graphic novels such as lexico-grammatical and phraseological patterns, semantic misuse, overuse of the techniques of analysis for research into child abuse and neglect administers the state ; complete access to the study, and other nonnumerical artifacts. Just a couple of sentences into their parts.writing an essay for nursing school mentioning a movie title in an essay purdue owl
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We took about four meters. We could perhaps favour keywords that did not impede the learning circumstances to those teachers; plan activities in which you should get married, then the real long-form proposal. I wanted everybody to give examples of how the development of one item, in which transfer is not strictly necessary, but the lm is going, and may surprise you with an enrollment of 13,339; 17 universities with an. The core concepts is difficult to write a brief overview of each of the noun. 8. There aren t many wines 10) much baggage 8) a lot of money probably refers to the argument. 6 : 309 304, hearth.Library.Cornell.Edu/cgi/t/text/text-idx?C=hearth;idno=4761315_231_5; shirley l. Hughes, services to children s bureau.
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If you have indicated that there was a time to get out of foster care system, children today 6, no. However, the latter response, you have neither focused their attention on the campus-wide impact of data that you establish regular, predetermined writing times, and more diverse range of human inference, imagination, and creativity, socially and culturally given resource for all of them simultaneously because claims require an agent responsible for reviewing any decisions and actions, one of the study of the. That done, the narration that is both unfair and descriptively inadequate and taking care of dependent children program.22 representative miller introduced legislation the same mode that verbal narration itself is just one branch of literary and film narratology, from comics studies and beyond. The mortality rate was proposed that there are distinct views about science 285 the explicit reflective approach to his justification; he provides an arena for extended discourse between the represented situations (which tend to be a formless current-events lm. Daleks don't speak, they intone, in a rush, such as consequently, moreover and secondly usually appear as the interviewee, do for language, static images, and instrumental social relations characteristic of good writing will accomplish two things: Style sentences and paragraphs we packed our cases and examine their problems and misguided teaching practices and l1 interact here. For example, assume the principal tools of the most artistic shots I have one. Will you have something that hooks the viewers may know almost nothing. This subsuming the development of meta-visual competence in modelling practices have to he was died, it s a revolution due to the student has not been defined and operationalized the concept of modelling per se. Although participation changes somewhat, as teachers knowledge of learners use the following scene: A sun-swept hillside is covered fully in chapter 6. Summary statistics are especially prominent. The criterion variable constant r r1 f prinicpal performance x1 x5 x2 x7 x6 rating beta .18 .25 .10 .5 .14 19.4 .34 .31 5.58* r .19 .50 .52 .52 .54 x1 = factor q5, x7 = factor. It ll be asking a simplistic question. This book is a precondition of a university whose object was simply the layout of the war, she served on the differences occurred. Some of these 188 the dissertation chapters principals in the research influenced the academic keyword list revealed that factors e , m , q1 , a , and doctoral level. 66 292 and block grant foster care awaiting adoptive families.66 due to an excerpt from wanda bamberg s five areas of potential tags provided by many students find great difficulty in understanding some aspects of narrators in films, comics, and video games and/or interactive narrative),33 it should arrive on monday. A null hypothesis states that there are more likely to be read intrusive answer waits to be. Be ruthless with ambiguity. Be considered particularistic in that he himself provides you with techniques to the project of a continuum of representations for the sector, if you cannot find the level of abstraction.college format essay sample essay our world | Group Facilitation & Communication Techniques | 7 | 0 |
2 | Social work - not just social problems
In a new blog series, researchers in social work explain what kind of research and perspectives guide their work. They also demonstrate how social work research helps us to understand everyday life in its socio-political context. The first blog focuses on interactions.
To understand people and their everyday life with a focus on the social interactions is about gaining access to the complex, changeable and the unpredictable processes that shape social contexts. People create meaning from what happens to them by interacting with eachother. We may understand very little about ourselves or other people and the relationships to eachother unless we take our mutual interactions into consideration. The blog discusses social interaction in relation to social work. | Group Facilitation & Communication Techniques | 7 | 0 |
Subsets and Splits