zilongwang/ReadingBank huggingface dataset:
PLEASE USE EXTRA PAPER FOR ANY ADDITIONAL INFORMATION OR RECORDING OF YOUR PD ACTIVITIES THAT ARE NOT COVERED IN THIS PORTFOLIO I MUST ALWAYS VERIFY IF MY SCHOOL REPORTED MY PD ACTIVITIES TO SACE ON MY BEHALF. I NEED TO KEEP RECORD OF MY TYPE 2 PD ACTIVITIES.
PARTICIPATING IN 6 DAYS AND ABOVE FUNDED PD ACTIVITIES / PROGRAMMES THROUGH EMPLOYERS, SKILLS DEVELOPMENT PROCESSES AND OTHERS Activity Completed Full Qualification: Provider: Is the Provider Approved by SACE? Duration: Is the Qualification Endorsed by SACE? Summary of Qualification Content: How is the qualification relevant to my work? How did the qualification benefit me or meet my needs in terms of my work as an individual? How has my learning from the qualification benefitted my learners / colleagues / school? What form of evidence is attached (e.g. certificate, report, reflection sheet, CD, pictures,
Professional Engineer 1 SG-24 Job Description: Under the supervision of a higher level Professional Engineer, your duties may include, but are not limited to, based on your assigned program area: support major design-build projects; develop request for proposal (RFP) documents for projects in coordination with design consultants and regional staff; plan and schedule projects; support regional design and construction staff; perform consultant management duties in support of consultant contracts for Statewide Design; prepare, update, and/or review Engineering Instructions, Engineering Bulletins, policies, procedures, guidance, special specifications, and training manuals related to project management; represent the Project Management Office; coordinate with the Office of Information Technology Systems and Third Party Hosting companies in managing software applications that support project management activities. Minimum Qualifications: New York State Professional Engineer’s license and current registration. How To Apply: Vacancies at the NYS Department of Transportation can be viewed on the website. Follow the application instructions on the job posting to apply. When this examination is scheduled to be held, the announcement can be found on the Department of Civil Service, web page. Sign up for the NYS Department of Civil Service’s subscription service to find out about upcoming state examinations. Salary: Starting salary for a Professional Engineer 1 is $75,674. Promotion opportunities: Promotion opportunities exist in this series through examinations held periodically.
Nominated Supervisor’s comments (Optional): Professional Knowledge Examples of evidence 5.1 Demonstrates a working knowledge of informal and formal, diagnostic, formative and summative assessment and why we do it Understands how we choose assessment strategies to suit the context/community/students Knows timelines of the curriculum and the school timelines and requirements Understands the literacy requirements Writes an appropriate piece of assessment Practises using a marking criteria, recording data, and analysing data to inform remediation 5.2 Regularly gives feedback to students on their learning e.g. responses to answers, responses to class work, responses to homework, responses to individuals on progress during tasks and assignment work Gives formative and summative feedback Uses a range of strategies to give feedback: oral, written, conferencing, test results 5.3 Plans, discusses and reviews assessment activities with Mentor. Justifies judgements using criteria Assesses homework tasks, in class tests and gives these to the Mentor to moderate Knows the moderation process for the school and, if possible, participates in the process 5.4 Knows how to access this data Knows how to keep this data Uses/describes how students data translates to teaching practices Interprets table/graphs Uses data to remediate Collaborates with Mentor and others to implement support Uses knowledge of student understanding from a lesson to inform subsequent lessons Collaborates with Mentor to evaluate student learning and modify units 5.5 Knows a range of strategies such as formal and informal Knows how to interpret and use strategies Keeps accurate records Uses various methods of gathering evidence Knows the legal recommendations Knows how “one school” works Keeps a record of contacts Knows methods of contacts for parents Knows how to locate/access student information Knows who to talk to regarding the issue referral process Knows the procedures for recording results Reflects on issues
Professional Growth Plan (PGP) Template for Program Completion First Name: Last Name: Institution: Academic Year: Term: Certificate Program: Residency Teacher Residency School Initial Superintendent Residency Principal/Program Counselor Professional School Counselor Administrator Residency School Professional School Professional Principal/Program Psychologist Psychologist Administrator Step 1 – Needs Assessment and Goal Selection Describe your selected professional growth areas of focus, as well as information from your that supports your selections. Link each area of focus to a specific standard and benchmark. Areas of Focus/Goals Based on your self-assessment, identify areas of focus that will lead to your professional growth. Rationale What will you and/or your students be able to do as a result of your professional growth that you and/or they are not able to do now? Standards Residency Candidates must focus on the “professional” level standards. Professional certificate candidates must focus on the “career” level standards. Step 2 – Professional Growth Action Plan Activities What specific growth activities will you engage in to obtain the identified new learning? The activities should focus on both the content knowledge you acquire as well as the skills you develop. Proposed Evidence Briefly describe the evidence that you will collect. Evidence may include areas beyond test cores such as attendance rates, discipline referrals, programs implemented, and other P-12 student or adult data. Step 3 – Review of Plan Candidate Signature Print Name Date Building Supervisor Signature (required) Print Name Date University Supervisor Signature Print Name Date
Date Supervisor’s Manager Date Title Signature Date Date HR Date Title Signature Date LIST TRAINING RECEIVED THROUGH THIS REVIEW PERIOD Run an e-learning training report for this review period. The report includes CRJ’s annual required courses, i.e. Treatment Philosophy, Workplace Violence, HIPAA and Sexual Harassment. List below any completed courses recommended/required for developmental/job enrichment noted in the employee’s last IDP if not listed in the attached e-learning (e-Academy) report. In completing this review, all trainings should be considered to determine if the employee applied the learning/improved their performance. Course Title Related Competency/ Performance Standard(s) Date Completed Number of Hours PROFESSIONAL I COMPETENCIES AND PERFORMANCE STANDARDS Consider feedback and on-going coaching you provided throughout the year to support the employee’s opportunity for development/improvement. The comments should reflect what the employee is doing well (strengths) and what areas need improvement using the Performance Standard under each competency. Review Developmental Objectives noted under last year’s review/Individual Development Plan to include whether this learning opportunity was applied and demonstrated. Also refer above and back on any training that was needed to support these expectations. Feedback – Client/Consumer/Stakeholder This is a required field for programs and positions that conduct on-going client/consumer or stakeholder surveys/evaluations. (This area can also be used for peer feedback besides noting the information under the different competencies.)
Calendar Date Time Hours delivered Number of Participants I attest that the attendance sheet attached is correct and that I have performed: From To hours within school hours @ €10.71 per hour = 1 hours outside school hours @ €21.42 per hour = 2 amounting to a total of € 3 TRAINER’S REMARKS : (Please include details which may be necessary to clarify the 4 request, such as cancellation of sessions, replacement of other trainers, etc.) 5 6 7 8 9 Signature: Date: 10 11 12 Certified Correct by Coordinator 13 14 Name : 15 16 Signature: Date: 17 18 19 Signature of CEO 20 21 Name : 22 23 Signature: Date: 24 25 26 Office Stamp 27 28 29 Total No. of Hours ! Remuneration Form will not be processed unless complete and accompanied by signed attendance sheets. The Institute for Education within the Ministry for Education and Employment collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance with the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand. INSTITUTE FOR EDUCATION PROFESSIONAL LEARNING COURSES 2017 USE OF TRANSPORT FACILITIES – JULY / SEPTEMBER 2017 Mr/Ms is authorised to use the transport facilities provided by the Institute for Education. Departure from Cirkewwa: 07:50 Departure from Training Venue: 12:15 Course Co-ordinator Date
Instructions Review your Self-Assessment Tool. Name: Registration #: Date: Reflect on the three professional learning goals you have identified. Research and brainstorm learning activities that support you in realizing your goals. Complete the Professional Learning Plan below. Professional Learning Goals Professional Learning Activities Timelines Transfer over the three goals from your Self-Assessment Tool. List professional learning activities that will support you in realizing each goal. Indicate the timelines for engaging in your professional learning activities and when you plan to reach your goals. 1.
Early Childhood Professional Learning Triangle The triangle is designed to support decision making around professional development sessions. This document should not be used in isolation, but should be paired with the program and classroom level goals when applicable. The bottom section of the triangle lists sessions for first-time teaching team members and administrators. Many of the sessions listed here are prerequisites for other sessions in the middle and top tiers. The middle section lists sections for first-year staff and those who have more years of experience. The top tier is designed for individuals with several years of experience and who completed the pre-requisites listed in the Early Childhood Professional Learning Booklet. * This professional learning opportunity is not a prerequisite for other sessions ** Please contact your site’s ASQ Specialist to attain site-specific support Note: Some offerings are limited to Oakland County teachers and some are open to the broader community. For clarity, please check our Early Childhood Professional Learning Booklet.
Professional Letter Request Form Please type and provide all requested information Applicant Details First Name Middle Name Last Name Email Address Mobile Number Licensing Title DHCC License Number Clinical Operator Details Clinical Operator Name Phone Number Address Period of Employment From: To: Letters options (please select the appropriate letter) Primary Source Verification letter (PSV) Fees AED 500/- Certificate of Good Standing (CGS) Normal Fees AED 500/- Urgent Fees AED 1000/- License status Confirmation letter (LSC) - only for Doctors & Dentists applying for DHA license Fees AED 1000/- Notes: All letters are subject to additional AED 20/- knowledge and innovation fees. All paid fees are non-refundable You will be notified once your request is ready for collection not before 10 working days from submission date. Urgent Requests apply for CGS only ( to be collected within 2 working days after submission) Documents to include with your request form: Copy of the Passport Copy of the DHCC license Letter of employment, signed by an authorized person and stamped by the operator, stating Employee name, job title, Employment period and legal dispute against the employee in case of any For Inactive License: End of Service letter from the employer Fill change of status form Receipt of payment Declaration I hereby certify that the information provided above in this application, including all statements and documentation, are correct and true Also, during my license period at DHCC, NO disciplinary nor legal action has been taken against me concerning my competencies, professional conduct, abuse or misuse of chemical substance or drugs ______________________ ____________________ Signature Date Kindly submit the required documents along with this form either to the CPQ Reception or through this email, PLD@dhcr.gov.ae
GROUP NAME: PHYSICIAN NAME: LOCATION NAME: SPECIALTY: RETRO DATE: START DATE: COMP FUND STATE: Liberty Healthcare Corporation INSTRUCTIONS: Please complete all sections and sign. If a section does not apply, please indicate by answering “N/A” as applicable. Attach additional sheets as needed. IDENTIFYING Full Name: INFORMATION Mailing : City State Zip Code County Telephone: Area Code ( ) Social Security Number: Date of Birth: LICENSURE State: % of Practice License #: Expiration Date: State: % of Practice License #: Expiration Date: State: % of Practice License #: Expiration Date: Narcotics License No.: # LIST ALL PAST AND PRESENT AFFILIATIONS. ATTACH SEPARATE SHEET IF NECESSARY. CHRONOLOGY LOCATION, CITY, STATE SPECIALTY DATE OF PROFESSIONAL A. to CAREER B. to C. to D. to E. to EDUCATION SCHOOL AND LOCATION DATE ADMITTED DATE COMPLETED DEGREE UNDERGRADUATE: GRADUATE: : If graduated from a foreign medical school, are your ECFMG Certified? Yes No Certification No.: If INTERNSHIPS (Non-Consecutive FACILITY AND LOCATION: DATE ADMITTED DATE COMPLETED SPECIALTY Training - Please
Core Strategies Professional Learning Communities Overview (PLC) New Hire Week 2 Core Strategies Fundamental Five New Hire Week 2 Core Strategies Optional Technology (Aesop, Skyward, Office 365, Eduphoria, Aware, Canvas) New Hire Week Gifted/Talented Identification and Assessment (in Eduphoria) (Pre-AP, AP teachers, and elementry teachers working with GT students) Before end of first semester 6 Gifted/Talented Nature and Needs (in Eduphoria) (Pre-AP, AP teachers, and elementry teachers working with GT students) Before end of first semester 6 Gifted/Talented Curriculum and Differentiation for GT (in Eduphoria) (Pre-AP, AP teachers, and elementry teachers working with GT students) Before end of first semester 18 ESL Sheltered Instruction Classes available at TexasGateway.org Within 1st year 6 Core Strategies Canvas Training Within 1st year 3 Specific to Teaching Assignment Category Specific Training When Hours Date Completed Content Specific Content Specific Content Specific Content Specific Advanced Academics Pre-AP/AP Summer Institute or other advanced training (annually or every other year During the Summer prior to teaching a PAP/AP course 24 Category Specific Training When Hours Date Completed Health Services, Human Resources, Counseling, Technology Para-Professionals - Basic Compliance Teachers and other certified personnel - Professional Compliance courses are located in Eduphoria. Prior to school starting 2 By Friday, September 15, 2017 Compliance Training Bundle Completed Annually by All District Employees – in Eduphoria. Canvas Instructions
40. The Shipman Inquiry. (2005) Shipman: The Final Report. Sixth Report. Available from: [Accessed 7 May 2012]. 41. Department of Health. (2011d) Enabling Excellence: Autonomy and Accountability for Health and Social Care Staff. (Cm 8008) London: HMSO. 42. Society of Radiographers (2012) Sonographer Registration Project. London: Society of Radiographers. Available from: [Accessed 26 April 2012].
unanimous decision of the persons referred to in Sub-section (2) or, if such persons cannot agree within a reasonable time of the disagreement being referred, in accordance with the decision of the Primate or a member of the House of Bishops appointed by the Primate. In all matters affecting the operation of this Statute the PSC and the Director shall cooperate with and assist an equivalent body and a person acting in the corresponding capacity of the Director in another diocese. (5) In making a decision under Sub-section (2) the Director shall not be bound by the views or instruction of the PSC but shall take into account the most convenient course for all concerned and the proper and expeditious conduct of the investigation or referral as the case may be. The PSC may refrain from further investigation of the information if: In its opinion, the allegations the subject of the information are false, vexatious or misconceived, or their subject matter is trivial; (b) The subject matter is under investigation by some other competent person or body or is the subject of legal proceeding; (c) The person making allegations of examinable conduct or a person affected by the conduct the subject of the information has failed to provide further particulars or to verify the allegations by statutory declaration; or
interest in a matter, illness or absence from the diocese. The Rules of the Board made under this Part may provide that, in relation to the exercise of specified functions, or in relation to matters of a specified class, the Board may, at the direction of the presiding member, be constituted by a single member sitting alone. If a member of the Board, other than the presiding member, dies or is for any other reason unable to continue with any matter referred to the Board, the Board constituted of the presiding member and the other member or members may, if the presiding member so determines, continue and complete the reference. The Board, separately constituted in accordance with this Part, may sit simultaneously for the purpose of matters referred to it or for conducting separate business of the Board. An act or proceeding of the Board is not invalid by reason only of a vacancy in its membership or of the membership of the panel and, notwithstanding the subsequent discovery of a defect in the nomination or appointment of members of the panel or the Board, any such act or proceeding is as valid and effectual as if the member had been duly nominated or appointed. The Synod indemnifies each of the members of the Board for any act or omission by the member in good faith and in the exercise of or purported exercise of powers or functions, or in the discharge or purported discharge of duties under this Statute. (1) There shall be a secretary to the Board who shall be appointed by or in accordance with a resolution
Exemption /paper fee:TTS1- N2500, TTS2- N3000, TTS3- N3500, FOUNDATION- N4000, PT1- N6000, PT2- N8000 S/N QUALIFICATION EXEMPTION (NEW) EXEMPTION FEE (₦) APPROVED RATES 1. TTS Graduates (ATT) All Foundation Papers, Quantitative Techniques in PT 1 22,000+N3,500 (form fee) 2. ICAN(ACA) All Foundation Papers, Quantitative Techniques, Income Tax in PT 1 28,000 + N3,500 (form fee) 3. ANAN(CAN) All Foundation Papers 16,000+ N3,500 (form fee) 4. ACIB All Foundation Papers 16,000+ N3,500 (form fee) 5. ACS All Foundation Papers 16,000+ N3,500 (form fee) 6. ACIS All Foundation Papers, Quantitative Techniques in PT 1 22,000+ N3,500 (form fee) 7. MNIM All Foundation Papers & Strategy, Risk & Ethics PT 2 24,000+ N3,500 (form fee) 8. LLB, BL General Principles of Law; Revenue Law 10,000+ N3,500 (form fee) 9. HND/BSc (Accounting) All Foundation Papers 16,000+ N3,500 (form fee) 10. HND/BSc (Bus. Admin) Accounting, Economics & General Principles of Law 12,000+ N3,500 (form fee) 11. HND/BSc Taxation All Foundation & PE 1 Papers 22,000+ N3,500 (form fee) 12. HND/BSc Maths/Statistics Economics, Quantitative Techniques 10,000+ N3,500 (form fee) 13. BSc Economics Economics & General Principles of Law, Quantitative Techniques 14,000+ N3,500 (form fee) 14. HND/BSc Banking/Finance Quantitative Techniques, Economics 10,000+ N3,500 (form fee)
PROFESSIONAL STUDIO ARTIST CURRICULUM AND OTHER INFORMATION PROFESSIONAL STUDIO ARTIST DIPLOMA General Education Credits ENG 101 Writing I 3 MAT 110 Applied Mathematics OR 3 Any higher level Quantitative Reasoning Course (3) COM 252 Introduction to Interpersonal Communications OR 3 COM 181 Basic Public Speaking (3) Heritage/Humanities** 3 Natural Sciences 3-4 Social and Behavioral Science 3 Computer Literacy 3 (Computer competency determined by exam) Subtotal 21-22 **HUM 202 for Bluegrass & Traditional Music Track Support Courses BAS 200 Small Business Management 3 ACT 101 Fundamentals of Accounting I 3 MUS 174 Theory for Non-Music Majors 3 MUC 150 Classic Instruction to Piano OR 0-1 (Competency determined by audition) Subtotal 9-10 Technical Courses Credits PSM 101 Bluegrass & Traditional Music History I 3 PSM 105 Recording I 1 PSM 107 Songwriting I 1 PSM 112 Individual String Instrument Instruction x4 4 PSM 113 Guitar OR 0-1 (Competency determined by audition) PSM 114 Bluegrass & Traditional Band/Ensemble 8 PSM 118 Bluegrass & Traditional Harmony/Part Singing 2 PSM 121 Bluegrass & Traditional Music History II 3 PSM 125 Recording II OR 1 PSM 117 Songwriting II (1) PSM 231 Bluegrass & Traditional Music History III 3 PSM 235 Recording III OR 2 PSM 217 Songwriting III (2) PSM 245 Recording IV OR 2 PSM 227 Songwriting IV (2) PSA 240 Professional Artist Seminar 3 Subtotal Total Credits 64-67 Optional Electives PSM 241 Bluegrass & Traditional History IV 3 PSM 250 Field Experience/Production/Business 3 Contact Information: Dean Osborne Phone: (606) 487-3630 or (800) 246-7521, Ext. 73630 | Fax: (606) 435-6086 Email: Admissions: (800) 246-7521, Ext. 73293 Revised: 4/05/2017
attend excursions to these sites, where and when they are identified in the curriculum resource Session 4: Introduction to the Curriculum Resource (with follow up within curriculum teams) For teachers to understand the protocols underpinning the curriculum and how these will influence their practice. For teachers to understand the resource and how they will be able to use it in 2017. Champion led check in Presentation on protocols for use Exploration of the Curriculum website – teachers work in their learning areas/section to determine the relevant curriculum for them Complete planning resource on possible uses in 2017 Presentation on working with Indigenous students and the resource Champion led check out/reflection The ideal situation is that shortly after this whole staff session, teaching teams (e.g. the 1/2 section or the Humanities domain) are given time to plan how they will implement this resource across their year. Invite your KESO to be present at this session to support Tim Warwick is happy to attend this session to support and possibility present components of it (depending on availability) – invite him if you would like him to attend. Determine what follow up time you will provide staff to do planning with this resource Appendix A This is the necessary content to be covered as a part of this curriculum development program. This content has been identified through both best practice in Indigenous education and through consultation (and agreement) from our local community. Importance of Indigenous education (i.e. through guest speakers and videos of students and community members)
440 North Broad Street, “Portal C” Third Floor Philadelphia, PA 19130 Attn: Francine Locke, Environmental Director It is the submitting firm’s responsibility to ensure timely delivery of the RFP at the designated location. We strongly urge that proposals be hand delivered to avoid delivery delays within the District’s mail room. Failure to meet this deadline, unless extended by the District, will result in immediate disqualification. The District reserves the right to accept RFP responses received after this date and time if it is determined to be in the best interests of the School District to do so. 3.0 Questions and Communications Please include in all e-mail communications regarding this RFP “PROFESSIONAL ENVIRONMENTAL CONSULTING SERVICES FOR ASBESTOS, LEAD, AND MOLD AND ANALYTICAL LABORATORY SERVICES RFP.” in the e-mail subject. All questions must be submitted in writing via e‐mail to flocke@philasd.org no later than 10:00am on February 23, 2018. The e‐mail must include “PROFESSIONAL ENVIRONMENTAL CONSULTING SERVICES FOR ASBESTOS, LEAD, AND MOLD AND ANALYTICAL LABORATORY SERVICES RFP ” in the subject line. The District will not be bound by any oral communications. All responses, including addenda to the RFP, will be provided for every inquiry and posted on the District’s website just below the advertisement of the RFP. From the date of release of the RFP to the date of authorization of a contract, there shall be no communication concerning the RFP between prospective respondents and/or their agents or staff with any District staff, except as provided in the RFP. Communication with other District staff is expressly prohibited. Any communication in violation of this provision will not be binding on the District and shall be grounds for immediate disqualification. 4.0 Schedule and Milestone Dates: Deadline for all RFP Questions February 23, 2018, 10:00am Answers to questions posted online February 26, 2018, 5:00pm Due date for submission of proposals March 1, 2018, 3:00pm Anticipated date of contract award by April 2018 Anticipated effective date of contract April 2018 Project Scope 5.1 ASBESTOS CONSULTING SERVICES THE SCHOOL DISTRICT OF PHILADELPHIA will require the selected consultant(s) to perform five (5) primary asbestos-related tasks: 1. Asbestos Project Design/Project Management 2. Asbestos Air Monitoring, Quality Assurance Oversight and Regulatory Oversight 3. AHERA Surveys to include the following:
Product Substitution Form Project: To: Re: Substitution Request Number: From: Date: A/E Project Number: Contract For: Specification Title: Proposed Substitution: Master Wall Inc.® Technical: 800-760-2861, Product/System: Specified: ________________________ Master Wall Equivalent System: _________________________________ Meets or exceeds Specification Requirements? _________ Comparative Test Data Attached? ______
LITERACY TESTING PROGRAM Term 1 Term 2 Term 3 Term 4 Prep *Concepts about print *Letter/sound ID *Writing sample Read and Retell Writing sample Spelling Analysis Running record (if reading) Letter/Sound ID Writing sample Running record *Read and retell *Writing sample *Running record (instructional) *Letter/sound ID *Spelling analysis *Benchmarking Year 1 *Writing sample - p/f *Spelling analysis (using Clay’s dictation) *Running record (instructional) Read and Retell p/f Writing sample Running record Writing sample Running record *Read and Retell – p/f *Writing sample - p/f *Running record (instructional) *Burt Word reading Test *Benchmarking
*Observation Survey *Reading Behaviours p/f Year 2 *Writing sample p/f *Spelling Analysis (Peters’ dictation) *Running record (instructional) *Observation Survey Read and Retell p/f Writing sample Running record Writing sample Running record *Read and Retell p/f *Writing sample p/f *Running record (instructional) *Burt Word Reading Test *Benchmarking *Reading Behaviours p/f Updated Feb ‘07 *These pieces will be put into the student’s Literacy Files to be passed on to the next year’s teacher. NB: Some of these pieces may be used in Portfolios also (p/f)
DONVALE PRIMARY SCHOOL LITERACY TESTING PROGRAM Term 1 Term 2 Term 3 Term 4 Year 3 Peter’s Dictation Test 1 Waddington Diagnostic Spelling Test Spelling Analysis Running record – at risk children Torch – “Grasshoppers” Running Record DART A Running Record – at risk children DART – Viewing – odd year DART – Listening – even year AIM writing assessment Running Record – at risk children Torch – “Lizards Love Eggs” Year 4 Peter’s Dictation Test 2 Waddington Diagnostic Spelling Test Spelling Analysis Running Record – at risk children Torch – “At the Zoo” Running Record – at risk children DART Reading B Running Record –at risk children DART Viewing – odd year DART – Listening year AIM writing assessment Running record – at risk children Torch – “The bear who liked hugging people.” Year 5 Peters Dictation Test 3 Spelling Analysis South Australian Spelling Running Record-at risk Torch-Donna Dingo Writing Sample DART A Read and Retell Writing Sample Running Record-at risk DART Viewing –odd year DART Listening –even year Writing Sample AIM Writing assessment Running Record-at risk Probe Extension-The Swamp Creature Read and Retell Writing Sample Running Record-at risk Year 6 Peters Dictation Test 4 DART Reading B DART Viewing –odd year Probe Earthquakes
BOOKING REQUIREMENTS Plane Departure Date: Time: Return Date: Time: FedUni Car Departure Date: Time: Return Date: Time: Hire Car Departure Date: Time: Return Date: Time: Shuttle Bus Departure Date: Time: Return Date: Time: Train Departure Date: Return Date: Myki required Taxi Departure Date: Return Date: No. of vouchers required: Accommodation Arrival Date: Departure Date: Location: Attachment of proposed itinerary Approvals and Checklist Signature: Staff member Date of submission Approval of application YES NO Comment: Signature: Supervisor Date: Approval of application: Executive Dean/Director (or nominee if required) YES NO Comment: Signature: Executive Dean/Director (or nominee if required) Date: Applicant informed of outcome YES NO Who informed applicant (list format: email, phone call, face-to-face etc.) Date Overseas travel form completed N/A Yes No Date: Travel approved by DVC (if “Overseas” form is required) N/A Yes No Date: Filled in details on Empower (Employment Self Service Systems) N/A Yes No Date: Additional Notes/Details: Applications must be received at least four weeks prior to the scheduled activity. All staff are encouraged to discuss the proposed professional development activity with their direct supervisor prior to completing this application form. Any application which is not received at least four weeks prior to the activity is unlikely to be granted. For additional information regarding professional development policies and procedures: http://policy.federation.edu.au/human_resources/professional_development/professionaldevelopment/ch01.php
How will this enhance your vocational teaching and learning (and assessment) skills? How will this ensure that you remain current in your relevant industry skills, practice and knowledge (directly relevant to the qualification and subsequent training and assessment being delivered by you)? How will this ensure broader VET Sector knowledge is maintained, especially around complex systems, compliance and regulatory requirements? Evidence Summary SHARING of INFORMATION/EVALUATION of ACTIVITY Report to Team meeting Presentation to Faculty Department meeting Written report to Supervisor Document evidence summary with PRDP or PP document Provide evidence to VET Practice unit to gain PD Points Other (specify) Budget (refer to notes) ACCOUNT CODE (PD Code) TOTAL ACTIVITY COSTS ($) Registration fees Travel Accommodation Meals Other Time release (e.g. cost to backfill with sessional) Note 1: Please contact your Faculty Business Manager or equivalent, and/or Supervisor, and/or Director to ascertain budgetary limits for professional development within your Faculty/School/Directorate. Note 2: If you do not know the account code, please contact your Supervisor, and/or Faculty Business Manager or equivalent for assistance. Note 3: Please discuss this with your Supervisor, who is responsible for actual booking arrangements (if the activity is approved). Booking Requirements BOOKING REQUIREMENTS
NEED ONE: GOAL ONE: What evidence based strategy/activity will be implemented? How will you determine (know) and monitor that the strategy/activity was implemented? Timeline for completing the activity Persons Responsible Who will provide oversight for implementation, monitoring and evaluation of strategy? Evaluation How will you measure the effectiveness of the strategy to: improve teaching, to improve student learning, and to narrow the student achievement gap? ESTIMATED COSTS What are the anticipated costs? Provide Object Codes as listed on budget summary page. What is the source? Title I, II-D, III, IV, V, State, Local, Grants?
NEED two: GOAL two: What evidence based strategy/activity will be implemented? How will you determine (know) and monitor that the strategy/activity was implemented? Timeline for completing the activity Person Responsible Who will provide oversight for implementation, monitoring and evaluation of strategy? Evaluation How will you measure the effectiveness of the strategy to: improve teaching, to improve student learning, and to narrow the student achievement gap? ESTIMATED COSTS What are the anticipated costs? Provide Object Codes as listed on budget summary page. What is the source? Title I, II-D, III, IV, V, State, Local, Grants?
MY PERSONAL DETAILS Name and Surname:________________________________________________________________ SACE Registration Number:____________________________________________________________ School:_________________________________________________________________________ District: ________________________________________________________________________ Circuit: _____________________________________________________________________________________________ Province:_______________________________________________________________________ OUTLINE
Levelling Walk to a specific location carrying the levelling staff and hold it in an upright position. Terrain variable Doctor Approval Yes No Comments: Hammer Pegs Locate specific point Hammer pegs into the ground at specific point. Hammering resistance is variable depending on ground surface. Doctor Approval Yes No Comments: Office Training Drive to customer office Teach specifics of equipment Teach data / computer operations associated with readings Doctor Approval Yes No Comments: 3D Laser Scanning Supply and teach use of scanner unit (20-25kg) Demands as above Doctor Approval Yes No Comments:
Slide 17 Keep all documentation of training for all staff, including agendas, staff sign-in sheets and any other documentation that will show who attended and the training topic. Evidence of training must be provided to the state agency during the Administrative Review. Slide 18 USDA has developed a tool that food service directors may use to track the training activities in their district. This is an optional tool and is not required.; However, some sort of tracking mechanism is important in order to plan and document all employees’ training hours.. ODE CNP has also developed a word document to assist sponsors in tracking training. The ODE CNP tool is located on the Administrative Review resource web page. A link to the tool is listed on the resource slide of this presentation.
Office of Service Quality Professional Study Days for 2017-2018 • Thursday, October 5, 2017 • Thursday, November 2, 2017 • Thursday, December 7, 2017 • Thursday, January 11, 2018 • Thursday, February 1, 2018 • Thursday, March 1, 2018 • Thursday, April 5, 2018 • Thursday, May 3, 2018 Highlights from the Memorandum of Understanding (MOU) between The School Board of Broward County, Florida and The Broward Teachers Union: • Continuing with the 2017-2018 school year, Broward County high schools may utilize any number of designated days, not to exceed (8), for additional professional study hours for the purpose of implementing school-wide plans to improve student achievement. • Planning and collaborating are necessary components and require additional time for deep collegial conversations within authentic professional learning communities and professional development opportunities in order to meet the unique challenges faced by high schools. • A minimum of fifty percent (50%) of the professional study hours shall be devoted to structured conversations using the protocol tools for professional learning communities. These conversations shall be centered on the Florida State Standards and/or the Bridges/Marzano Teaching Framework. • It is the intent of both parties to strive to schedule professional study hours on the first Thursday of each calendar month. • In order to establish the hours for up to eight (8) professional Study Days, each school must initiate and conduct a waiver vote. Rationale for the selection of dates: • Dates selected do not conflict with state testing dates in accordance with the FLDOE. • No date was selected in August 2017 since there are five (5) preplanning days prior to the beginning of the 2017 - 2018 school year. • Three professional study days have been scheduled for the first semester and five have been scheduled for the second semester because there are fewer days in the first semester. • Professional Study Days are not scheduled during weeks with another day off or a scheduled Early Release Day. Explanation for Professional Study Days (PSD) proposed that are not scheduled on the first Thursday of the month for 2017-2018: • The January PSD is scheduled for the second Thursday, January 11, 2017, because the first Thursday, January 4, 2017 is a day off during Winter Break.
I am in total agreement with the learned silk that the decline we see is not Peculiar to our country. But I honestly believe that in terms of magnitude and extent, our scope of decline will rank highly when compared with other similar jurisdictions. It is our duty as Lawyers to stem this unsavoury tide in the interest of our profession. We should not perceive it as the duty of some agency or government functionaries. I will in conclusion make the following recommendations which may be helpful to our course. They are: (i) The study of ethics should be commenced in the Universities at 400 level by way of introduction for Law Students; (ii) The various branches of the NBA should put in place effective monitoring for compliance with the Rules of Professional Conduct, by members of the legal profession; (iii) Speedy disposition of cases coming before the Legal Practitioners Disciplinary Committee; (iv) More stringent scrutiny by the Body of Benchers; (Screening Committee) of aspirants before their Call to the Bar; (v) General exhortation to all Lawyers to uphold the ethics of the profession; (vi) Vigilance by members of the Bar of activities of others and whistle blowing where necessary; and lastly (vii) The Bench should play its part at all times in and out of the court room, by ensuring that Lawyers conform to the norms of the profession. I thank you all for your attention. O. A. ONADEKO, ESQ, LLB. (Ife) LL,M (London) Deputy Director-General & Head of Lagos Campus Nigerian Law School 16
USDA Professional Standards Training Report – 2015-16 Sponsor Name: _____________________________________________________ Sponsor # __________________________ Minimum Requirements Director: 2015-16 – 8 hour; 2016-17 – 12 hours Manager: 2015-16 – 6 hour; 2016-17 – 10 hours Other staff (≤ 20 hour per week) : 2015-16 – 6 hours; 2016-17 – 10 hours Other Staff (<20 hours per week) 2015-16 – 4 hour; 2016-17 – 4 hours
Zip Telephone No. Name of Practitioner Specialty Address Suite City State Zip Telephone No. Name of Practitioner Specialty Address Suite City State Zip Telephone No. Name of Practitioner Specialty Address Suite City State Zip Telephone No. Name of Practitioner Specialty Address Suite City State Zip Telephone No. Name of Practitioner Specialty Address Suite City State Zip Telephone No. Name of Practitioner Specialty Address Suite City State Zip Telephone No. Name of Practitioner Specialty Address Suite City State
Nominee’s Name: Title: Publication: Article, series, or broadcast title: Phone: E-mail: Please provide the following information: The nominating Letter – in the nominating letter, explain why you believe the nominee deserves the award. Please keep in mind that the awards reviewers are relying on the information you provide, as well as any supporting information, to choose the most deserving recipient. Clarity and specificity are most important. Recommendation Letters – a maximum of 3 supporting letters. One must be from the PCSA Director. The other supporting letters may come from someone who is familiar with the nominee. Supporting Materials – If there are materials (articles, series, broadcast, etc.) that help support the nominee’s achievements, please include a copy of them. Describe the impact of the article, series or broadcast in the following ways: How has the journalist improved the public’s understanding or awareness of child protection? How did the journalist ensure that the topic was presented fairly? Why should this journalist be considered above others? How has this journalist helped to create public value for child protection? Submission Deadline – Please submit your nomination by June 15. All nominations must be e-mailed to . You will receive a confirmation e-mail when your nomination is received.
GOAL #2: Increase communication about visibility of professional development opportunities. 10 GOAL #3: Evaluate the effectiveness of professional development campus efforts. 10 GOAL #4: Expand professional growth opportunities through the campus conference and travel process. 10 GOAL #5: Demonstrate leadership in professional development planning efforts. 10 GOAL #6: Collaboration towards integrated professional development efforts on campus. 10 GOAL #7: Recommend areas for future campus professional development areas of focus as appropriate. 10 Membership Meeting Times: COMMITTEE TYPE CO-CHAIRS MEETING SCHEDULE LOCATION TIME Governance Liesel Rienhart & Lianne Greenlee First Thursday of the month, September through June, excluding January 6-144 1:30-3:15 p.m. Person Responsible to Maintain Committee Website: Lianne Greenlee lgreenlee@mtsac.edu and (909) 274-6044
improving reading and writing in schools. including student artifacts (examples). The presentation includes a strong research base and provides professional resources that teachers can access to learn more about using this reading strategy when teaching students with literacy difficulties. 6 points III. Summary of Professional Development Results and Learning Outcomes IRA Standard 6.3 Participate in, design, facilitate, lead, and evaluate effective and Does not provide the results of the participant(s) assessment of the professional development experience (content and presentation) Provides a brief summary of the results of the participant(s) assessment of the professional development experience (content and presentation) Provides a brief analysis of the results of the participant(s) assessment of the professional development experience (content and presentation) Narrative analyzes the results of the participant(s) assessment of the professional development experience (content and presentation) Narrative summarizes responses to: what parts of __/3 points
differentiated professional development programs. Candidates use assessment results to evaluate the professional development experience and to describe implications for future coaching and training of peer teachers. Candidates apply learning from professional development to instructional practices 0 points 1 point 2 points the professional development activity went well; which parts need revision; surprises along the way Narrative analyzes changes that need to be made based on feedback to pedagogical approach, material design, technology, images, or audio/video chosen. 3 points IIV. Written Communication NCTE Standard (Related to writing and conventions) – 4,5, and 6 Wisconsin Writing Standards - Organization and presentation of ideas is limited. The text has more than 6 spelling, grammar, and/or mechanical errors. 0 points Organization and presentation of ideas is somewhat effective. The text has 6 or fewer spelling, grammar, and/or mechanical errors. 1 point Organization and presentation of ideas is effective; professional presentation. Few spelling, grammar, and/or mechanical errors. 1.5 points Organization and presentation of ideas is exemplary with great clarity and cohesiveness; professional presentation. No spelling, grammar, and/or mechanical errors. 2 points __/2 points
EMPLOYEE PROFESSIONAL DEVELOPMENT Fayetteville Technical Community College Employee Name: FACULTY (30 hours required annually) Job Title: Department: STAFF (12 hours required annually) Reporting Period: PROFESSIONAL DEVELOPMENT ACTIVITIES These are primarily activities considered to be continuing professional education related to one’s career field. They also indicate how the individual relates their career field to supporting the larger academic community. These activities can include the preparation of articles and books; attending or presenting at conferences, seminars, webinars, and workshops; membership in professional organizations; holding office in professional and academic organizations; and/or attaining educational advancement. Employees are responsible to track his/or her own professional development using this form. Attendance and credit for any session is approved/disapproved by the attendee’s immediate supervisor. Required training every 3 years : Prevention of Sexual Harassment/Violence, Title IX, and Clery Act Public Safety and Security Training Title of Conference/Seminar/Webinar/Workshop/Activity Date mm/dd/yyyy On/Off Campus Contact Hours CEU/CEC Credits Awarded Role / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter Subtotal Page 1
/ / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter / / On Off Attendee Presenter Subtotal Page 1 Subtotal Page 2 TOTAL MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS Print Name of Employee Signature of Employee Date Print Name of Supervisor Signature of Supervisor Date
Walker, R. (2003). Teacher development through communities of learning. In D.M. McInerney, & S. Van Etten (Eds.), Sociocultural influences and teacher education programs (pp. 223-246). Greenwich, CT: Information Age Publishing. Wan, W., Low, G. D., & Li, M. (2011). From students' and teachers' perspectives: Metaphor analysis of beliefs about EFL teachers' roles. System, 39(3), 403-415. Warschauer, M. (2006). . In J. Inman & B. Hewett (Eds.), Technology and English studies: Innovative professional paths (pp. 163-172). Mahwah, N.J.: Lawrence Erlbaum. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702. Wigglesworth, G. (2000). Relating research and professional development: Assessment task design. Prospect, 15, 52-64. Williams, L., Abraham, L.B., & Bostelmann, E.D. (2014). A discourse-based approach to CALL training and professional development. Foreign Language Annals, 47(4), 614-629. Wright, T. (2009). “Trainer development”: Professional development for language teacher educators. In A. Burns, & J. C. Richards (Eds.), Second language teacher education (pp. 102-112). New York: Cambridge University Press. Yayli, D. (2012). Professional language use by pre-service English as a foreign language teachers in a teaching certificate program. Teachers and Teaching: Theory and Practice, 18(1), 59-73. Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44(1), 1-12.