zilongwang/ReadingBank huggingface dataset:
Setting off Subject: Literacy/ICT Date: Skills: Literacy: 1. listen and view attentively, responding to a wide range of communication 2. identify key points and follow up ideas through question and comment, developing response to others in order to learn through talk 5. consider what they read/view, responding orally and in writing to the ideas, vocabulary, style, presentation and organisation of image and language, and be able to select evidence to support their views 9. present writing appropriately: • developing legible handwriting • using appropriate features of layout and presentation, including ICT. ICT: 2. find information from a variety of sources for a defined purpose 3. select suitable information and make simple judgements about sources of information Activities Success criteria Skills Framework – Main out activity ‘where in the world’ with children. Children need to decide which images come from the moon. Children need to be able to discuss the images presented and give reasons as to why they believe they are of the moon Thinking skills - Gathering Information Communication - Developing information and ideas Show children of the moon landing. Discuss what they can see and what they can hear. (Video can be found online) Also look at newspaper reports on moon landing (newspaper archives websites) Children need to be able to watch and respond to the video and link to images in previous section. Children need to be able to read and locate specific information. Thinking skills - Generating and developing Communication - Developing information and ideas Communication - Locating, selecting and using information reading strategies Create a web of what the children would like to find out about the moon and the moon landing. Discuss relevance and importance of each suggestion. Children can record own copy of web using PowerPoint or paper copy. Children need to be able to think carefully about what they have seen and heard through various sources Thinking skills - Generating and developing ideas Communication - Presenting information and Communication - Organising ideas and information Complete 10 things resource with children. Children could use paper version to complete as pairs before creating a class version on computer. Resource can be completed individually on PowerPoint They should be able to give reasons and justify why they have decided to remove or add new things. Thinking skills - Thinking about cause and effect and making inferences Forming opinions and making decisions communication - Developing information and ideas
As a trainer, if you wish, you can tailor your delivery to meet individual learning needs by directing learners to complete the sections and/or projects in a specific order. Suggestions for collaborative learning The Toolbox has been designed for use by a wide range of learners, including those who may be studying alone and/or not enrolled with an RTO, so activities have been structured to enable completion independently. Of course, learners who are able to collaborate with other learners, either online or face to face, do not necessarily have to work on activities in isolation either. Some activities lend themselves to adaptation to a forum style delivery so that students are learning from each other and working collaboratively. Others could easily be approached as a team research activity, discussion/debate, or a role play. There are infinite options to adapt the Toolbox contents and activities to suit your own training purposes. Section checklists On each Project page, as well as on the last page of each section, a Section Checklist has been provided for learners to track their progress through the activities for that section. The checklists are Microsoft ® Word documents, which means they can be customized by trainers, including adding or modifying activities if required. Employability skills Employability skills are also sometimes referred to as generic skills, core skills, essential skills, capabilities or key competencies. Industry/enterprise requirements for this qualification include the following facets: Employability Skill Learning and assessment strategies and activities Communication Listening to and understanding work instructions, directions and feedback, including communicating with children Speaking clearly/directly to information, including to children and interpreting workplace related documentation, such as safety requirements Writing to address audience such as work notes and reports Interpreting the needs of clients, including children Sharing information (eg with other staff and clients, including children) Negotiating responsively (eg re own work role, and with clients, including children) Persuading effectively Being appropriately assertive (eg in relation to safe work practices) Empathising Applying numeracy skills to workplace requirements involving measuring and counting Establishing and using networks Teamwork Working as an individual and a team member
Table of Contents School Safety 1 Lunch Schedule 2 Phone Tree 3 SCS Calendar 4 Vision Statement 6 Mission Statement 6 Teacher Attendance 6 Absences from School 6 SEMS—Web Center 7 Leaving Campus 8 Lesson Plans 8 Professionalism 8 Student Confidentiality 9 Cumulative Records 9 Personal Appearance 9 Professional Growth & Dev. 9 Classroom Telephones 9 Progressive Discipline 10 Disciplinary Offenses 10 Outlook for Teachers 11 Hall Passes for Students 11 SCS Board Policy Handbook 11 Soda and Food 11 Smoking 11 Staff Parking 12 Faculty Meetings 12 Media Center 12 Visual Aid Equipment 12 Textbook Inventory 12 Copy Machines 13 Outside Speakers 13 Care of Rooms 13 Personal Valuables 13 Teacher Out of classroom 14 Retaining and/or Releasing 14 Students Students Leaving Campus 14 Class Parties/Movies 14 School Calendar 14 Student Discipline 15 Office Discipline Referrals 17 Suggestions for Teachers 17 In-School Suspension Program 17 Guidance Philosophy 18 Assemblies 18 Sick Students 18 Medication for Students 19 Student Accident Reports 19 Recordkeeping and Attendance 19 Official Hours 20 After School 20 Conferences for Parents 20 Accountability of Keys 20 Visitors 21 Announcements 21 Office Items/Supplies 21 Break-In & Theft Report 21 Responsibilities Outside 21 Classroom Restrooms 21 Field Trips 22 Grade Book 23 Special Education 24 Monitoring Student Progress 24 Reporting Student Progress 24 Morning Duty/Metal Detection 25 Afternoon Duty 25 Fire Drill Procedures 25 Lock Down Procedures 27 Addendum 28
Oh Susanna! I come from Alabama with A banjo on my knee I'm goin' to Louisiana My true love for to see Oh Susanna Oh don't you cry for me I've come from Alabama with My on my knee It rained all night The day I left The weather it was dry The sun so hot I froze to death Susanna don't you cry Oh Susanna Don't you cry for me I've come from Alabama with My banjo on my knee Oh Susanna Don't you cry for me Cause I've come from Alabama with My banjo on my knee Cause I've come from Alabama with My banjo on my knee Hey She'll be Coming Round the Mountain She'll be coming round the mountain when she comes She'll be coming round the mountain when she comes She'll be coming round the mountain, she'll be coming round the mountain, She'll be coming round the mountain when she comes She'll be driving six white horses when she comes She'll be driving six white horses when she comes She'll be driving six horses, she'll be driving six white horses, She'll be driving six white horses when she comes Oh, we'll all go out to meet her when she comes Oh, we'll all go out to meet her when she Oh, we'll all go out to meet her, we'll all go out to meet her, We'll all go out to meet her when she comes She'll be wearing red pajamas when she She'll be wearing red pajamas when she She'll be wearing red pajamas, she'll be wearing red pajamas, She'll be wearing red pajamas when she comes Copybooks
WHO IS ELIGIB LE? Any outstanding teacher in your building is eligible to be nominated for the Academy. (The teacher must accept the responsibilities listed in the Academy for Teacher Leadership agreement.) The program accepts 25 participants, and positions will be on a come, served basis. The Academy for Teacher Leadership @ C.E.S. is seeking teachers who have: • Exceptional teaching ability as recognized by the building administrator • Demonstrated capacity to serve as a teacher leader • Five or more years of teaching experience • Commitment to full participation in the Academy for Teacher Leadership @ C.E.S. • Strong collaborative/interpersonal skills • The respect of colleagues • Desire to work in a leadership capacity with colleagues and administrators RE GI S TR A TION P A CKET CHE CKLIS T Please return the following for the teacher leader you are nominating for the academy. These forms are included in the registration packet: • Participant Registration Form • Teacher (duplicate as needed) • Agreement Form(s) (duplicate as needed) Don’t forget to enclose your Purchase Order information! • Purchase Order number for $ Leadership Institute member fee @ $550 per participant Non-member fee @ $850 per participant Complete packet must be returned to: Esther Bobowick C.E.S. 40 Lindeman Drive Trumbull, CT 06611 by October 6, 2017 “I am walking away with a lot of new learning, especially the awareness of the importance of building relationships.” Teacher Leader Participant “I learned that I am a leader. Who knew?” Teacher Leader Participant “It was a privilege to be included among such a talented and special group of teachers.” Teacher Leader Participant
Check when completed Lesson Plan: Week 1: Day 1 Date:__________________________ Instructional Model: Use the letter name/letter sound model to teach letter names and sounds. An example with ‘t’ is provided. Use the model to teach the sound of ‘a’ as in ‘apple.’ Teach the sound of each letter first, then the name. Objectives: teach letter sounds and names for t and a Practice with flash cards introduce sight words: next, and read 2 stories: one during the class and the other 10 minutes before you send children home today Materials: cards for ‘t’ and ‘a’. word cards for ‘next’ , ‘and’ OR write the words on the chalk board. Toe, the Young Hunter and another story you select. Phonemic Awareness (3-4 minutes) New: Teach the sounds /t/ and /ă/ using the instructional model below. Teacher “I do” Teacher and Students “We do” Students practice “You do” Phonemic awareness The sound in ‘top’ is /t/. Listen, /t/. Next, the first sound in ‘apple’ is /ă/. Now, let’s say the sound of ‘top’ together. Everyone, the first sound of ‘top’ is ……Drop your arm to cue class to respond with you. (whole class) /t/ Now teach the first sound in ‘apple’ with the whole class responding with you. /ă/ as in ‘apple.’ Your turn. Class, what sound do you hear at the beginning of ‘top’? Drop your arm to cue class to respond. (whole class together) What sound do you hear at the beginning of ‘apple’? This time they respond alone. Phonemic Awareness Practice (3-4 minutes) Ask students to put thumbs up if they hear the /ă/ at the beginning of these words (DO NOT WRITE THEM): at, am, take, sat, apple, look Call on students with hands raised to say a word that begins with a /ă/ sound. Correct any mistakes Ask students to put thumbs up if they hear the /t/ sound at the beginning of these words (DO NOT WRITE THEM): take, top, at, apple, Tom, sat, look Call on students with hands raised to say a word that begins with a /t/ sound: Correct any mistakes
Unit 1 Presentation and using the additional web-based resources at the bottom of the worksheet. Note that the mean blood lead levels provided in the table are estimates based upon available data and plausible exposures; a brief explanation of their derivation is provided in the discussion notes. Possible responses to Activity 1.1 are included below. Activity 1.1: Historical comparisons of elevated blood lead levels (eBLLs) Referring to the table, students are asked to answer the following questions (possible responses are in italics): This table shows the approximate mean blood lead level (BLL) of 2-year-old children in several different places at different times in history. Date Location Mean BLL Source 3500 BCE All 2 year old children in area now called USA .016 µg/dL Adapted from Riva, M.A., A. Lafranconi, M.I. D’orso, and G. Cesana. 2011. Lead Poisoning: Historical Aspects of a Paradigmatic “Occupational and Environmental Disease.” Safety and Health at Work; 3(1): 11-16. http://dx.doi.org/10.5491/SHAW.2012.3.1.11 1970 Mean for 2 year old children in USA 15 µg/dL Blood Lead Levels – United States, 1988-1991. August 05, 1994 / 43(30); 545-548. http://www.cdc.gov/mmwr/preview/mmwrhtml/00032080.htm 1970 Boston, MA 20 µg/dL Extrapolated from national average CDC data 2010 Boston, MA 3 µg/dL Extrapolated from national average CDC data 2010 Mean for 2 year old children in USA 1.5 µg/dL Blood Lead Levels in Children Aged 1-5 Years – United States, 1999-2010. April 05, 2013 / 62(13); 245-248. http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6213a3.htm
Activity 1.2 – Case Study of Unregulated Lead Exposure Class 2 explores the historical foundations of our understanding of lead toxicity and the regulatory policies that came into being over time. This class also explores a current major epidemic of childhood lead poisoning in Nigeria in communities that have families mining for gold without any occupational protections in place. Before class, students should read the following three articles (hyperlinked on InTeGrate site): Linking Geological and Health Sciences to Assess Childhood Lead Poisoning from Artisanal Lead Mining in Nigeria Lead Poisoning Investigation in Northern Nigeria Lead Poisoning Crisis in the Zamfara State in Northern Nigeria This class begins with a discussion for approximately 10 minutes. You should use Historical and Occupational Lead discussion questions to prepare for this. exploring the recurrent historical pattern in the first portion of class, show students a video clip on artisanal gold mining in Nigeria: . Next, students will explore a recent occupational/environmental case of lead exposure from artisanal gold mining in Nigeria (25 minutes). The activity can be explained by following Activity 1.2 Instructions. Students will need Student Materials: Interdisciplinary approaches to addressing lead poisoning in Zamfara, Nigeria. Class concludes with a short discussion (approximately 5 minutes) of how these modern occupational exposures in developing countries are similar to and different from the historical cases discussed at the beginning of class. Teaching Notes and Tips Each of these activities could be conducted independently, or expanded into multiple class sessions, allowing for more in-class research/discussion of the independent assignments. If your students are not familiar with reading scientific articles, provide them with How to Read a Scientific Article (hyperlinked on InTeGrate site). We have provided an optional PowerPoint presentation that is a teaching tool for instructors interested in the role of occupational exposure to lead and the history of regulating lead exposure. For faculty who are particularly interested in issues regarding international lead exposures, visit this article.
Let’s have some fun, and learn a little bit about electricity. Here’s what you’ll need to complete this activity: 1. Make a battery holder. It is easy to make a battery holder out of 2 perpendicular blocks and 2 dowels. 2. Run your motor. Touch your motor leads to the ends of a battery. The motor should turn on. Is it magic? Nope… it’s electricity. 3. What is electricity? Electricity is the flow of electrons (from one place to another). Electricity flows through your motor to make it run. 4. Electrons can move? Yep… Electrons can move by hopping from atom to atom. Electrons are flowing through you right now; allowing you to think, feel and move your muscles. 5. What is an atom? 6. Why do electrons move? Have you ever heard that opposites attract? It’s true. Electrons have a negative (-) charge. Protons have a positive (+) charge. This makes electrons and protons opposites, and the perfect match. Electrons will do anything possible to get to a free (single) proton. Only electrons can move. Protons and neutrons are stuck in the nucleus of the atom. 7. Where is reverse? Can you find a way to make your turn backwards? Does your solution have anything to do with the direction electrons flow?
Mayfield Grammar School Gravesend Telephone: 01474 352896 Fax: 01474 331195 Website: www.mgsg.kent.sch.uk Email: enquiries@mgsg.kent.sch.uk Teacher of Drama and English Required from September 2018 Due to expansion, the school is looking to appoint a teacher to teach Drama to GCSE and English to Years 7-9 in the first instance. The person appointed will work closely with the current Drama teacher to deliver the GCSE course, and with the English team to deliver English to Years 7-9. A full programme of training will be given to enable the successful applicant to develop the skills to teach A Level in both subject areas in the future. You will be joining a very successful department within a high performing 11-18 selective girls’ school with boys in the Sixth Form. The school has a high profile for achievement locally and nationally and prides itself on its strong record of internal professional development. The school was judged by Ofsted to be ‘Outstanding’ in all categories of inspection in June 2013. Further details and an application form are available from the Staff Vacancies section of the school website Applications made via TES Online will be accepted. CVs will not be considered and should not be submitted. All applications with a covering letter addressed to Mrs E Wilson, Headteacher must be received by 1.00pm on Friday 11th May 2018. Interviews to be held the week of 14th May. This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Monday 23rd May Mayfield Grammar School, Gravesend Mayfield Grammar School, Gravesend is a selective girls’ school with boys in the sixth form which is situated in the town of Gravesend, with easy access to the A2 and M25 and a direct rail link to Charing
Pay Roll of Slaves from Isle of Wight County employed by the Commonwealth of Virginia, for Coast, Harbor and defences, on the defensive works At Hardy’s Bluff in the month of August 1861 We, the undersigned, acknowledge to have received of 1st Sect. James Maurice, Acting Paymaster, Eng. Dept. the amounts set opposite our names respectively, in full payment for the services of our Slaves for the specified, having signed duplicate receipts. From Whom Hired Names Occupation Time Employed Days Rate of Pay Per day Amount for each slave Net Amount for each slave Edwin White Levy Carpenter 23 ½ 1.00 23.50 23.50 Willis “ 25 “ 25.00 25.00 Roderick “ 25 “ 25.00 25.00 73 ½ 73.50 73.50 William Hall James Labourer 17 ½ .50 8.75 8.75 Charles “ 17 ½ “ 8.75 8.75 John E. Thomas Solomon “ 10 ½ “ 5.25 5.25 James “ 10 ½ “ 5.25 5.25 Henry “ 10 ½ “ 5.25 5.25 Burwell “ 10 ½ “ 5.25 5.25 Reuben “ 10 ½ “ 5.25 5.25 Ben “ 10 ½ “ 5.25 5.25 Mike “ 10 ½ “ 5.25 5.25 Leonard “ 10 ½ “ 5.25 5.25 Edmund “ 10 ½ “ 5.25 5.25 Abraham “ 10 ½ “ 5.25 5.25 E. A. Madera Isaac “ 19 ½ “ 9.75 9.75 John “ 18 ½ “ 9.25 9.25 Alfred “ 17 “ 8.50 8.50 Moses “ 20 ½ “ 10.25 10.25 Henry “ 21 “ 10.50 10.50 Edmund “ 17 “ 8.50 8.50 E.P. Crenshaw Robert “ 15 ½ “ 7.75 7.75 2 horse wagon Hauling 21 ½ 2.00 43.00 43.00 James Branch 1 mule cart & driver Hauling 4 1.50 6.00 6.00
out of 16 attempts. This will determine if more time on a certain skill is necessary or if we can move on to other drills. Assessment Plan Table Learning Assessments Format of Assessments Adaptations Goal 1: The student will be able to demonstrate a backhand Frisbee showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the Pre-Assessment (Backhand throw) Formative Assessment Post-Assessment (Backhand throw) Checklist: a chart with boxes for three trials for the student to complete each skill cue. Checklist: Observing students during drills and game play filling out a checklist. The checklist assesses the students on the skill cues and determines how much they improve each day and what areas they still need improvement on. This way we can determine what major skills to focus on each day. If a student is physically disabled from the waist down, the lesson can be modified by allowing the student to be seated and perform the task from a modified distance. Keep activities and drills interesting and short to keep student focus and attention throughout the lesson if a student demonstrates ADHD or ADD traits. Visuals and a translator will help assist students where English is not their first language.
body, release towards target, and follow through with a flick of the wrist. Checklist: a chart with boxes for three trials for the student to complete each skill cue. Goal 2: The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 79% when completing a 9 question post-test at the end of the unit. Pre-Test Post-Test A written 9 question multiple choice and true/false quiz (rules & gameplay scenarios) A written 9 question multiple choice and true/false quiz (rules & gameplay scenarios) Increase font size for the students who have visual impairments. Read out the questions to the students if the students have difficulty reading the material. Help assist the students who have difficulty writing by letting the students show demonstrations, draw picture, or draw diagrams. Translate the language of the test to fit the students’ needs so they can easily understand what is asked. Name: __________________________ Ultimate Frisbee Pre-Assessment When you score how many points is it? 1 C. 3 2 D. 4 How long does the player have to the disc? 2 seconds C. 7 seconds
Time for each practice Skill practice (what they do) teaching point (what they think about) Entry - 1 pupil at a time 1 minute Jump in Jump with a noodle tucked under arms Jump up and out, land on both feet, knees bent in landing Warm up – all pupils together 2 minutes The hokey-cokey song with noodle to help balance start slow then faster Left arm in Right leg Whole self Knees bend Splash your left arm in splash your left arm out Swish your right leg in swish your right leg out Jump your whole self in jump your whole self out All of face in the water Skill development practices 2 minutes 2 minutes 2 minutes 2 minutes 2 minutes 2 minutes 2 minutes 2 minutes Travel and coordination Travel 5 metres on back using noodle around back Travel 5 metres on back using noodle across chest Travel 5 metres on back using 2 x floats Travel 5 metres on back using ball on tummy Travel 5 metres on front noodle under chest Travel 5 metres on front noodle arched in front chin on water Travel using arms to pull with 3 x arm discs on each arm Repeat adding blowing bubbles Head back, toes under water Ears in, fast feet Stretch body long Hide your knees under the water Chin on water, long legs Floppy ankles, blow bubbles Use all your arm to pull with Lips in and blow Cool down/contrasting activity 3 minutes 3 minutes Rotation/orientation Floating on back in a stretched position Repeat above making different shapes Floating on back and regain an upright position Floating on front in a stretched position Repeat above making different shapes Floating on front and regain an upright position Look up, stretch body Lift head up, bend knees, and stand up Face in water, stretch body Lift head up tuck under body and slowly stand up Safe exit – all pupils together 2 minutes Evaluation – all pupils together 3 minutes Exit water by the side of pool Focus on positive aspects – give hints and pointers for next lesson Both hands on side, push with arms, one knee on side, stand up
3) Where do you currently practice yoga? How often do you practice? 4) Do you meditate? If so, briefly describe the method of your meditation practice (ie. TM, Vipassana). 5) Do you currently teach or have you ever taught yoga? If so, where and for how long? 6) Have you previously participated in any yoga teacher training courses or intensive studies? If so, list: 7) What is your professional background? 8) Have you ever taken classes or workshops with Colleen? 9) How did you hear about this training? 10) Write a brief essay (approximately 250 words answering the following questions: Why do you practice yoga? What led you to decide to do a yoga teacher training program? Why have you chosen BlossOMing Yoga teacher training? What are your expectations for the BlossOMing Yoga teacher training?
Data and Research Showing “the ability to analyze both subject matter concepts and pedagogical strategies” (CSTP, 2009). “Collaborat[ing] with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning” (TLEC, 2011). 3.4.2: Understand educational research (TLEC, 2011). Teacher leaders may demonstrate this by reading and being aware of new educational research. 3.4 Evidence 3.4 Next Advanced Competencies 3.5: Using Data and Research 3.5.1: Apply educational research (TLEC, 2011). Teacher leaders may demonstrate this by
4.1 Next Steps Advanced Competencies 4.2: Demonstrating Systems Thinking 4.2.1: Understand local, regional, and national education trends. Teacher leaders may demonstrate this by Understanding how educational policy is made at the local, state, and national levels. Explaining to other teachers relevant education trends, such as college and career readiness standards or the Every Student Succeeds Act. Explaining to other teachers the impact of relevant district initiatives. 4.2 Evidence
References Boston Teacher Leadership Certificate Program. (2013). Supporting core teacher leadership skills: Principal Newton, MA: Teachers21: Teachers as Leaders, Leaders as Learners. Retrieved from Center for Strengthening the Teaching Profession. (2009). Teacher Leadership Skills Framework. Olympia, WA: Author. Retrieved from Center for Teaching Quality, National for Professional Teaching Standards, & National Education Association. (2014). The teacher leadership competencies. Carborro, NC: Center for Teaching Quality; Arlington, VA: National Board for Professional Teaching Standards; and Washington, DC: National Education Association. Retrieved from Council of State School Officers. (2013). InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A resource for ongoing teacher development. Washington, DC: Author. Retrieved from Jackson, T., Burrus, J., Bassett, K., & Roberts, R. D. (2010). Teacher leadership: An assessment framework for an emerging area of professional practice. Princeton, NJ: ETS Center for New Constructs. Leading Educators. (2015). The Teacher Leader Competency Framework. New Orleans, LA: Author. Retrieved from Public Impact. (2012). Redesigning schools to reach every student with excellent teachers. Chapel Hill, NC: Author. Retrieved from Teacher Leadership Exploratory Consortium. (2011). Teacher Leader Model Standards. Retrieved from Yukon Education. (2013). An educational leadership framework for Yukon teachers: Success for each learner. Retrieved from
This introduction will give them not only background knowledge, but will pull existing knowledge that they already have that can spark inquiry. Reading/Language Walk Away: Understanding new words; sexual, asexual, reproduction, variation, adaptation ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Pre-Assessment- Students have taken a genetics pretest which is a 30 question test about the vocabulary in the genetics unit. This shows how much they already know, and provides a growth level at the end of the unit when the students take the same test again. Formative Assessment- I will include questions at the end of the lesson to assess the learning progress. Summative Assessment- At the end of the genetics unit, the same 30 question test is given to the student to measure growth. Additionally, a 35-40 question test is given at the end of the unit including multiple choice, short answer, matching, and true/false questions. ELL students will receive printed notes throughout the semester. It is often more difficult for them to look on the board and copy things down that it is to see the notes on paper on their desk. They are also given pages from textbooks that are highlighted in specific areas to help them answer questions so that they do not need to struggle reading an entire chapter to get answers. Students may also have the test read to them if necessary. Active Learning Plan Modifications/ Accommodations (ELL, IEP, GATE, etc.) Activate Prior Knowledge/Experiences Activate knowledge of: Adipose (fat) tissue, muscle tissue, levels of organization, tissue and organs within the eye, Focus Lesson (“I do it”) Show example of eyeball dissection. Guided Instruction (“We do it”) Ask questions as I am going through the eyeball dissection. Talk them through it as if they were doing it. There are 5 ELL students in the class. Some of the students are capable of doing a lab write-up, but many would be very confused. This is the first time most of them have been in a dissection lab like this, so I thought it would be best not to include a lab write-up for the sake of both the ELL students and the other students. I also have a few students in this hour with
Free primary source materials for social studies teachers, including lesson ideas, video library, constitution clips, by C-SPAN; tutorials for teachers are available. scholastic.com Learn about famous African Americans, listen to jazz music, and explore history unl.edu Digital History includes a U.S. history textbook; over 400 annotated documents from the Gilder Lehrman Collection on deposit at the Pierpont Morgan Library, supplemented by primary sources on slavery, Mexican American and Native American history, and U.S. political, social, and history. Succinct essays on the history of film, ethnicity, private life, and technology; and reference resources that include a searchable database of 1,500 annotated links, classroom handouts, chronologies, glossaries, an audio archive including speeches and book talks by historians, and a visual archive with hundreds of historical maps and images. Multimedia and Interactive Historical Resources dp.la Digital Public Library of America brings together the riches of America’s libraries, archives, and museums, and them freely available to the world. It strives to contain the full breadth of human expression, from the written word, to works of art and culture, to records of America’s heritage, to the efforts and data of science. The DPLA aims to expand this crucial realm of openly available materials, and make those riches more easily discovered and more widely usable and used, through its three main elements. docsteach.org An online teaching tool from the US National Archives for teachers to find and create interactive learning activities with primary-source documents that promote historical thinking skills in 21st century classroom. neh.gov Indexes nearly hundred other websites at the current time! This wealth of material is provided by a partnership consisting of the National Endowment for the Humanities, Verizon Foundation, and the National Trust for the Humanities. Calisphere – A world of primary sources for teaching and exploration, from more than 150 archives, libraries, and museums. A free service of the University of California. education.com These social studies worksheets help kids to better understand the world around them by covering important social studies lessons, such as jobs, community and cultures, history, and geography. Practice social studies skills with fun social studies worksheets, and let the learning begin! enjoyillinois.com
Action Strategies 2014-2015 2015-2016 2016-2017 Persons Responsible Funding(if needed) Creating a strong primary foundation Primary teachers will be trained in effective Response to Intervention Strategies for reading and math Walk throughs will be conducted to monitor implementation of stations for appropriate interventions Follow up PD will be offered to all teachers yearly as well as a requirement for New Teacher Academy Reading Recovery Specialists Math Intervention Specialist K-3 teachers will be trained in effectively planning stations 4-8 teachers will be trained in effectively planning stations Planning differentiation within lesson plans will be a monitored requirement through principal observations Instructional Supervisors Principals Schedules will be revised to include a built in intervention time. K-2 reading and math schedules to match 1 hour whole group 1 hr small group Model co-teaching classrooms will be utilized for peer observations. SED Director MAP DesCartes- training **plan to reteach in August 2015 Revise K-2 curriculum maps and pacing guides to match Five Core Reading Components And Explore K-2 solid reading program- purchase? Common Grading Syllabi – K-8 DLT College and Career Readiness Career Pathways will be shared via brochures. Pathways will be added to high schools. 10th graders will take ACT as provided by BOE. Addition: I-academy will allow for virtual learning for early graduation. District Leadership Team Cost of ACT per student who signs up
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good first degree [with at least a 2.i] A good postgraduate degree [that includes a research element] PhD in Accounting [or relevant discipline] or near to completion Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Recognised professional accreditation appropriate) Application Presentation Interview Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching An emerging record of high quality research output/planned research output agenda Research experience in the A&F group main research themes Supervision of undergraduate and postgraduate research projects Presentations at national/ international conferences Involvement in applying for research funding Application Presentation Interview Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate curriculum A creative research vision for development, implementation and delivery of successful research projects Application Presentation Interview Other
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good undergraduate [with at least a 2.i or equivalent] A PhD in Accounting [or relevant discipline] Fellowship of the Higher Education Academy Application Work Experience Ability to undertake duties of the post Evidence of: Reputation nationally and internationally for research, reflected in sustained output, of innovation, impact on discipline or profession and recognition in high-impact factor journals Research experience in the A&F group’s main research themes A track record of high quality research output, with publications in high-esteemed journals Supervision of undergraduate and postgraduate research projects Excellence in learning teaching [from peer review, student feedback, examination results, external examiner reports, teaching awards, etc.]. A significant number of presentations at national and/or international conferences. A track record of attracting research grants Application Presentation Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate curriculum An ability to develop new courses and actively contribute assessment examinations Effective management of research project resources Ability to motivate research teams to deliver high quality outputs Accreditation of courses by professional bodies Application Presentation Interview Other
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD in relevant discipline Recognised professional accreditation (where appropriate) A minimum requirement to be at Associate Fellow level as represented within the UK Professional Standards Framework with the expectation of being at Fellow level within 2 years from commencement of the post A degree qualification in Computer Science or Computational Science. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Reputation nationally and internationally for research, reflected in sustained output, level of innovation, impact on discipline or profession and recognition in high-impact factor journals Have research experience in one of the advertised specialist areas Excellence in teaching from peer review, from student assessment/feedback, and /or from examination results A track record of attracting research funds Membership of Departmental Teaching Committee or equivalent Experience in teaching in an area related to one of the advertised specialist areas at undergraduate and/or postgraduate level Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate in (Department or discipline) An ability to develop new courses and actively contribute assessment examinations Evidence of active contribution and influence in the following Effective management of research project resources Ability to motivate research teams to deliver high quality outputs Accreditation of courses by professional bodies Acting as a visiting examiner at other Institutions Application Interview Other
An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment etc Involvement with external quality or assessment Service as an advisor on teaching and learning in the community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information how you meet the requirements under additional information as stated in the job description documentation. Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working Continuous Professional Development Collaborative working, particularly on interdisciplinary activities Application Interview Other
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good undergraduate degree and a PhD in a relevant biological discipline Recognised professional accreditation (where appropriate) A minimum requirement to be at Associate Fellow of the HEA as represented within the UK Professional Standards Framework, with the expectation of being at Fellow level within 2 years from commencement of the post Broad wound biology research experience, in areas such as immunology, cell biology or microbiology. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Reputation nationally and internationally for research, reflected in sustained output, level of innovation, impact on discipline or profession and recognition in high-impact factor journals Excellence in teaching from peer review, from student assessment/feedback, and /or from examination results A track record of attracting research funds A significant number of presentations at national and/or international conferences. Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate teaching in the field of wound healing/biomedical science An ability to develop new courses and actively contribute assessment examinations An ability to communicate complex conceptual ideas to widely divergent audiences. Evidence of active contribution and influence in the following areas: Effective management of research project resources Ability to motivate research teams to deliver high quality outputs Accreditation of courses by professional bodies Acting as a visiting examiner at other Institutions Involvement with external quality audit or assessment Application Interview Other
Effective management of resources e.g. financial, equipment Service as an advisor on teaching and learning in the local community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly of interdisciplinary projects. Continuous Professional Development Collaborative working, particularly on interdisciplinary activities Application Interview Other
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A first degree Qualified Teaching Status (Cambridge or Trinity), preferably CELTA/DELTA or Trinity Cert/Dip TESOL Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Relevant teaching experience Experience of: Teaching adults Teaching EAP or ESP Teaching on a university pre-sessional course Teaching Chinese and/or Arabic students Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: The necessary IT skills to facilitate teaching and administration Native speaker level English language communication skills Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: Professional integrity in of punctuality, adherence to deadlines, fulfilment of all responsibilities Evidence of: Continuous Professional Development Interview Other
An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment etc Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview Other
THE FEDERATED GOVERNING BODY and Application for a Teaching Post If you would like this document in large print, audio, braille, alternative format or in a different language please ask. Instructions Please fill in all sections 1 to 14 as well as the Recruitment Monitoring Form. Please in black ink so the form can be photocopied or complete electronically. Put your name, the job title at the top of any additional sheets you use. Sign and date the declaration at the pack of this form and the Recruitment Monitoring Form. The information that you provide on this form will be handled and stored in accordance with current Data Protection legislation. All records from the recruitment process will be held for 6 months after which they will be destroyed, except for those of the successful candidate. 1 Post applied for: Position: 2 Personal Details Title First Names Surname Have you ever used any other names? If yes, please state:
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in mathematics or statistics Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Recognised professional accreditation where appropriate Application Interview Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching environments Application Interview Presentation Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate mathematics and statistics, and a postgraduate specialism. An ability to communicate complex conceptual ideas to widely divergent audiences Application Interview Presentation Personal Qualities Includes any specific analytical requirements of the post – (subject to Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Application Interview
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent, in a relevant discipline Ideally training in teaching and learning, Recognised diving qualification Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching Experience of teaching Marine Biology Experience of field teaching (or equivalent student experience) in marine and/or coastal context Experience of teaching in biology and/or marine science Project supervision and small group teaching. Experience of assessment and feedback Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups Knowledge and understanding of undergraduate Marine biology Ability to lead diving activities Application Interview Other
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD (or close to completion) or closely relevant discipline Eligibility for Graduation member of the British Psychological Society. Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate level in a variety of teaching covering the five core areas required by the BPS Ability to support Research Skills teaching delivery Creating teaching materials at Undergraduate level Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate (Department or discipline) An ability to communicate complex conceptual ideas to widely divergent audiences Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and Application Interview Other