zilongwang/ReadingBank huggingface dataset:
ENVIRONMENT Low High 13. (E.1) Maintains a safe and orderly work area 0 4 14. (E.2) Fosters a productive environment through effective time management, organization, and appropriate allocation of resources 0 4 15. (E.3) Maintains professional appearance appropriate to duties, tasks, job description, and department expectations 0 4 16. (E.4) Fosters an environment employees are positive and respectful 0 4 PROFESSIONALISM Low High 17. (PRO.1) Engages in self-reflection and professional learning for continuous growth and expertise 0 4 18. (PRO.2) Collaborates and cultivates positive productive relationships with supervisors, co-workers, school staff, students, and community 0 4 19. (PRO.3) Approaches challenges and changes positively 0 4 20. (PRO.4) Makes professional contributions to department and/or school community 0 4 21. SELF-ASSESSMENT Reflection: Discuss areas of strength and areas of needed improvement
Employee’s Comments: A.4 Professional Relationships Commendable Above Standard Competent Needs Improvement Unacceptable Not Applicable A. Works well with co-workers. B. Works well with the public. C. Cooperates with supervisors and other staff members. D. Observes established channels of communication. Supervisor’s Comments: Employee’s Comments: A.5 Supervisory Ability (where applicable) Commendable Above Standard Competent Improvement Unacceptable Not Applicable A. Demonstrates leadership ability. B. Makes timely decisions. C. Works effectively in a team environment. D. Trains and instructs subordinates. E. Maintains acceptable performance standards among employees. Supervisor’s Comments: Employee’s Comments:
Cobb County School District Classified Employee Remediation Plan (RP) (Refer to employee’s job description and Classified Performance Evaluation Instrument to guide completion of the remediation plan.) IDENTIFICATION ______________________________ SS# ___________ School/Depart. ________________________ (Last) (First) (M.I.) Position: _____________ Date Hired: ______ Date RP Begins/Ends: ________/minimum-20 days_______ mm/dd/yy mm/dd/yy mm/dd/yy Specific Objectives for Performance Improvement Activities to Support Performance Improvement Timeline/Frequency Evidence/Record of Participation in Activities 1. Refer to the employee’s JOB DESCRIPTION and/or Classified Performance Evaluation Instrument to determine specific objectives. Align specific activities with objectives/standards. Include specific support, training, or guidelines offered. Include weekly expectations and specific plan for monitoring progress (due dates). There should be clearly-defined evidence that will be reviewed at designated intervals to determine progress toward objectives. 2. 3. Status of Objectives at Conclusion of Remediation Plan Period: Met Not Met Met Not Met Met Not Met Met Not Met Remediation Plan: Completed Extended Not Successful
Polynomial Leading Coefficient Degree Classified by Degree Classified by # of Terms Ex1: 7 Ex2: 3x4 – 2x – 7 Ex3: x Ex4: 7x2 – x + 1 Ex 5: 5x3 - x2 + x - 8 Ex6: 16x2 – 2x
Topic Five kingdoms Level GCSE Outcomes To the main feature of each of the five Kingdoms To classify an unknown organism and provide justification Kingdoms: classification and justification Feature Animal Plant Bacteria Fungi Protists Unknown organism e.g. Creates spores N Y Y Y N Has chlorophyll Has a flagellum Multicellular Reproduces by sexual reproduction only Has a true nucleus Performs respiration Stores as starch They do not have chitin cell walls They do not feed off
Type of Quadrilateral Do diagonals bisect each other? Are diagonals congruent? Are diagonals perpendicular? Trapezoid Isosceles Trapezoid Parallelogram Rhombus Rectangle Square Kite For Venn Diagrams 4 – 8, determine how they should be labeled. Venn #4 Venn #5
Classifying Monerans and Protists Worksheet Scoring Guide 1. b 2. a (2 choices) 3. b (2 choices) 4. d 5. c 6. b 7. d 8. b (2 choices) 9. e. (6 choices) 10. d 11. C (3 choices) 12. B (3 choices) 13. A (3 choices) 14. A (3 choices) 15. b 16. b 17. a Scoring Guide 15-17 – 3 13-14 – 2.5 9-12 – 2 6-8 – 1.5 4-5 – 1 1-3 – .5 0 – 0
HOLIDAYS’ HOME WORK(2018-19) ENGLISH All work will be done in a separate notebook. Do 20 pages of hanwriting. Write 10-10 words of Nouns,Common nouns, Proper nouns, adjectives and make sentences. Write 15 words of singular plural. Write 15 words of ‘change the gender’. Read story books and present a story in the class. Watch daily english news and newspaper. . EVS Draw and colour Healthy food. Write their names also (on paper) (Roll no:-21-26) Draw a parts of plants write their parts also (Rollno :- 27-31) Draw on Chart paper. Write 5 sentences about yourself (All the students) 5 sentences about your mother. 5 sentences about your father. Write on A4 colour sheet. HINDI 7. Write atleast 100 words on these topics. Our Environment. Save water. Hard work is the key to success. How I spent my holidays. Your hobby. MATHS All work will be done in a separate notebook. Write tables from 2 to 15 Do 20 sums each of addition and subtraction. and learn number names from 1 to 200. Write Even and Odd numbers from 1 to 100. Charts (Rollno:-38-44) Shapes Rollno-(32,37,34,35) Money Rollno:- (36,37,38,39) Ordinal numbers Rollno:- (40,41,42,43,44)
Article 30 – Job Descriptions 27 Article 31 – Insurances 27 Article 32 – 403(b) Program Article 33 – Cell Phones and Other Electronic Communication Devices 27 Article 34 – Attendance 28 Article 35 – Investigations 28 Article 36 – Confidentiality 28 Article 37 – Harassment 28 Article 38 – Fitness for Duty 29 Article 39 – No Smoking 29 Article 40 – Severability 29 Article 41 – Work Permit Status 29 Article 42 – Duration 30
New Date: Revised Date: Scheduled: Added: CLASS INFORMATION FOR INSTRUCTOR-LED TRAININGS (NOTE: This form is not for self-paced trainings such as online and self-instructional courses) General Information Course Name: Course Code: Class Contact: Enrollment Close Date: 1st or Only 2nd 3rd 4th Class or Session Class or Session Class or Session Class or Session Start Date: Time: End Date: End Time: Training Facility: Training Facility Address: Training Facility City: Training Facility Room: Class Size: Maximum Minimum Instructor(s): Delivery Method: Class Notes: Equipment Needed: Optional Site Contact Person: Site Contact Ext: Additional Comments/Instructions: CLASS INFORMATION INSTRUCTION SHEET This form is designed to capture information for a single class, but can be used for multiply classes of the same Course if desired.
Period: _______________________ Evaluation: Participation 30% Homework 15% Projects/Presentations 15% Quizzes/Exams 20% Classwork 20% Classroom Materials Needed Paper Pen and pencil 1 Folder with pockets and clips 1 Jump drive 1 3” Binder 50 plastic protectors $20 Fee for exam & shirt School insurance
Classroom Management & Discipline Plan The level of structure I anticipate establishing is (check one): High Medium Low Guidelines for Success Posted Expectations Relationship Methods: (Teacher- to - Student) Relationship Methods: (Student- to- Student) Building: - - - Restoring: - - - Building: - - - Restoring: - - - Attention Signal (Verbal and non-verbal signals you will use to get students’ attention) Expectations for Classroom Activities and Transitions Encouragement Procedures (How will you motivate individual students and the whole group?) Correction Procedures (Both early stage-corrections and rule violation consequences) Beginning and Ending Routines (How will you teach and re-teach these expectations?) Routine for how students will enter the room: Routine for how students will be instructionally engaged while attendance is taken and for how opening business is conducted: Routine for dealing with students: Routine for dealing with students who come to class without necessary materials:
Please use this checklist insofar as you find it helpful in forming and conveying your opinions about the class. Excellent Good Fair Poor Not applicable 1 – was well prepared 2 – was knowledgeable about the subject matter 3 – conveyed enthusiasm about the subject matter 4 – spoke clearly, audibly, and confidently 5 – used a variety of activities 6 – used board, a/v, images, etc., if applicable 7 – asked stimulating and challenging questions 8 – effectively held students’ attention 9 – solicited active student involvement 10 – treated students with respect 11 – used target language (if applicable) On a separate sheet, please give a short narrative evaluation IN ENGLISH of the class as a whole, and conclude by addressing the following points in some detail: 1. What worked well? 2. What could have been improved, and how?
Leah Anderson-Moore – Washtenaw Community College Cheick Bathily – Washtenaw Community College Diana Bernal-Canseco – University of Michigan –Dearborn Elijah Dooley – Eastern Michigan University Josiah Foster – University of Michigan – Dearborn Kevin Freeman – Grand Valley State University Arrionna Freeman-Pinder – Eastern Michigan University James Grant-Coleman – Washtenaw Community College Jaquan Griggs – Washtenaw Community College Haijar Habbas-Nimer – Washtenaw Community College D’Andre Heard – Schoolcraft College Daishayanea Jackson – Eastern Michigan University Sierra Jefferson – Eastern Michigan University Sydney Jefferson – Washtenaw Community College Anastasia Jones – Schoolcraft College Davashia Jones – Schoolcraft College Davieon McFarland – Washtenaw Community College Regan McGill – Eastern Michigan University Savion Patterson – Washtenaw Community College Jazzlyn Robinson – Eastern Michigan University Eqwianshae Royster – Eastern Michigan University Brianna Schonfeld – University of California – Davis Renee Singleton – Western Michigan University Dominique Scott – University of Toledo Darby Williams- Eastern Michigan University
B.2 Chair: Manager, IT Services B.2.1 In the absence of the Chair at any regular meeting, the members present shall select an Acting Chair for that meeting. B.3 Membership: No. Members Appointed/Elected by 1 Manager, IT Services Office 2 Support Staff representatives (1 media services, 1 other) CUPE executive 2 Faculty representatives CORFA executive 1 SIO or other Dean Office 1 E-Learning Specialist Office 1 Education Council representative EDCO 1 COTR Student representative Student Union Other resource persons as required B.4 Length of Term: Student: 1 year Others: ongoing, by virtue of office, or as indicated by constituent group. B.5 Meetings: B.5.1 Meetings shall be held at least quarterly, and at the call of the Chair. B.6 Reporting: The Committee will send minutes to: chair of the College Planning Committee; all managers and department heads; and the College Web Site and Email Public Folders B.7 Accountability: Senior Instructional Officer Issue Date: December 20, 1993 Concerning: Administration Amendment ( 4 ) Manager Approval: Original signed by Jonathan Butt Title: Mgr., Info Technology Date: September 09 College Approval: Original signed by Nick Rubidge Title: President / CEO Date: September 09 fm:
The Success-Atudes for Ms. Steere's Science Classroom: Expectations: Be respectful of everyone & everything. Be responsible…Own your words, actions, & attitudes. Be prompt…Take care of business between classes, i.e. restroom, water. Be prepared…pen(cil), paper, computer, notes, see #3 above… Be quiet…see #1 above; no cell phones or music allowed…EVER!!! Be working…from bell-to-bell; do ALL assigned work, even essays Be your best. Be honest. Be safe. Be resourceful. Be successful…by doing the previous ten. Rewards: You will earn your science credit(s). You will pass your EOC/TAKS tests. You will be proud of your accomplishment(s). You will graduate early and be able to get on with life. When you PASS your EOC/TAKS test… you will be able to skip projects. If you are assigned to work in OdysseyWare (ODW) & make a 70 or better in 1 try on lessons, you may skip quizzes. If you pass all your assigned ODW units, you may skip the Semester Review & Exam. Consequences: You will not graduate this school year. You will not pass your exit-level test(s): EOCs/TAKS. You will not earn your science credits. You will experience a huge amount of stress from yourself, parents, peers, teachers, & administrators. You will experience a lot of needless frustration. You will experience the Discipline Procedures as written in the Harrell School Wide Discipline Plan. Students: I have read, understood, and to abide by Ms. Steere's Success-Atudes. I have read, and I understand, the potential Rewards and Consequences. I have seen/read a copy of the Lab Safety Contract and the Harrell School Wide Discipline Plan. Ms. Steere has possession of these documents on file. These documents will be used for reference as needed during the school year to maintain a safe learning environment for all Harrell ALC science students. _____________________________________ ___________________________ Student Signature & ID # Date
Community Jobs Master List Pathway School/Community Job List job and describe what the person does Business, Management, and Technology BUSINESS Arts and Communication CREATIVE Industrial and Engineering Technology BUILDING AND FIXING Human Services HELPING Health Services HEALTH Natural Resources/ Agriculture NATURE DOCTOR – helps people who are sick X LIST COMMUNITY JOBS IN THE FIRST COLUMN AND THEN CHECK THE PATHWAY THAT IS RELATED TO THAT COMMUNITY JOB.
Community VIP’S Bulletin Board Rubric Yes 2 pts Somewhat 1 pt No 0 pts Completed Community Jobs Master List List includes 9-10 jobs available in the community/school List includes 7-8 jobs available in the community/school List includes 6 or less jobs available in the community/school Accurately identifies pathway for Jobs Identified Accurately identifies 9-10 pathways Accurately identifies 7-8 pathways Identifies 6 or pathways Accurately describes work done by Jobs Identified Accurately describes work done by 9-10 jobs identified Accurately describes work done by 7-8 jobs identified Accurately describes work done by 6 or less of jobs identified Completed 2 “VIP’s in the Community” for Homework Completed 2 Completed 1 Completed 0 Final Product contained correct information about person/job for all 6 Pathways on the “VIP’s in the Community” document All 6 were complete and accurate 4-5 were complete and accurate 3 or less were complete and accurate “VIP’s in the Community” document was cut apart and each person/job was placed on the classroom “Pathways in Our Community” bulletin board in the correct location All 6 were placed accurately on the bulletin board 4-5 were placed accurately on the bulletin board 3 or less were placed accurately on the bulletin board 12 points possible
Classroom Cooperation Rubric Yes 2 pts Somewhat 1 pt No 0 pts. I participated in the brainstorming activity. Contributed 2 or more things. Contributed 1 Contributed nothing. I used positive during discussions and to resolve conflict. I needed 0-1 reminders from my teacher. I needed 2-3 reminders from my teacher. I needed 4 or more reminders from my teacher. I shared and materials with my group members. I needed 0-1 reminders from my teacher. I needed 2-3 reminders from my teacher. I needed 4 or more reminders from my teacher. I complemented and encouraged my group members. I complimented/ encouraged at least 2 times during activity. I complimented/ encouraged 1 time during activity. I did not compliment or encourage my group members during activity. 8 pts possible
belong to such a warm and inclusive community. I am originally from North Battleford, SK and attended The University of Saskatchewan where I obtained a Bachelor of Arts in Psychology. I moved to Regina in 2015 to complete my Bachelor of Education, and have loved my time in The Queen City ever since. I believe in teaching the whole child, where he/she feels like a valued and respected member of our classroom family. I promise to nurture your child’s unique gifts and talents, as well as promote a love of learning to ensure students become life-long learners. In order to ensure your child’s individual needs are fully met, I truly believe that open communication between teachers, students, and parents/guardians is key. As part of this transparent communication system, your child will bring an agenda home with them each day. Guidelines of this procedure will be outlined further in the package. Parents and guardians are encouraged to contact me directly with any questions and concerns at any point throughout the year. In addition to agenda messages, I will maintain communication with you through daily posts on my classroom website. I can also reached by email and I will do my best to respond in a timely manner. I am more than happy to sit down with you and schedule a time to discuss your child’s strengths, as well as any concerns that you may have. With your continual support, I am confident that your child will have a safe, happy, and successful year in my class! Sincerely, Ms. C. Einsiedler (306) 791-1785 Classroom Expectations:
Website: I have created a class website, which contains important information regarding subject areas taught in the classroom, upcoming field trips/events, and other fun things happening in our classroom! I will try and update the website on a regular basis, for you to stay in touch with your child’s life at school. You can access the website at: Subjects taught by other teachers: Mr. Hicks - Arts Ed (Music, Drama and Dance) Mr. Sentes - Phys. Ed. Our Daily Schedule: Time Day 1 Day 2 Day 3 Day 4 Day 5 8:45 – 8:55 (10 min) Morning Work Morning Work Morning Work Morning Work Morning Work 8:55 –9:10 (15 min) Calendar Time (Math, Science) Calendar Time (Math, Science) Calendar Time (Math, Science) Calendar Time (Math, Science) Calendar Time (Math, Science) 9:10-9:30 (20 min) ELA ELA ELA ELA ELA 9:30-10:15 (45 min) ELA Centres ELA Centres ELA Centres ELA Centres ELA Centres Recess 10:15 – 10:30 10:30 – 11:10 (40 min) Math Math Math Math Math 11:10 – 11:40 (30 min) Religion Religion Religion Religion PE (Sentes) Lunch 11:40 – 12:25 12:25 – 12:55 (30 min) Arts Ed. (Hicks) Arts Ed. Arts Ed. (Hicks) Arts Ed. (Hicks) Religion 12:55 – 1:25 (30 min) Health/Fully Alive PE (Sentes) PE (Sentes) PE (Sentes) Health/Fully Alive
1:25 – 1:55 (30 min) Science Science Science Science Arts Ed. Recess 1:55 – 2:10 2:10 – 2:50 (40 min) Library Exchange Social Studies Social Studies Social Studies Writer's Workshop 2:50 – 3:20 (30 min) Agendas/End of the Day Story Agendas/End of the Day Story Agendas/End of the Day Story Agendas/End of the Day Story Agendas/End of the Day Story
Do not fall into the trap that imprisons many beginning teachers. Avoid the nice teacher syndrome. These teachers want their students to like them and thus give them unnecessary allowance. Thus disruptive behaviour is encouraged and sometimes becomes difficult to handle. Topic: 203 – Exercise Preventive Discipline Tell your students that you cannot tolerate disruptive behaviour because it interferes with the rights of students to learn and grow, and with your right to teach. Well-planned classroom activities reduce disruption Topic: 204 – Teach Self – Discipline Self-discipline is to train one’s behaviour and actions responsibly without being told. Teach students to self-respect themselves and this will lead to self-discipline. Classroom Discipline 2 205 – Dealing With Disruptions – 1 The teacher is the authority in the classroom Deter unacceptable behaviour Enforce your classroom: a) rules b) expectations c) consequences Topic: 206 – Dealing With Disruptions – 2 Issue a direct desist: Confront the student Reprimand Be firm Objective Gain credibility as a teacher with the principal/ administrative head. Topic: 207 – Caution with Disciplining Students 1 Personal responses are critical Teaching for personal self-control Follow a professional pattern of management
Working in a socially and culturally diverse school community √ √ Knowledge of the National Curriculum requirements √ √ √ Understands and is familiar with teaching and learning strategies √ √ √ Experience of child protection/safeguarding with up to date training or willingness to undertake training √ √ Abilities and Skills Essential Desirable Interview Task / Teaching to a high standard √ √ Relates to and motivates pupils √ √ √ Works well within and contributes to team development √ √ Good classroom management √ √ √ Evidence of a commitment to an equal opportunities policy both in service employment √ √ Good written and oral communication skills √ √ √ Good presentational and ICT skills √ √ Skilled in conflict resolution √ √ Be a professional role model √ √ Identify potential for individual development √ √ Knowledge and Understanding Essential Desirable Interview Task /
Understanding of relevant policies/codes of practice and awareness of relevant legislation √ √ Understands and values the processes of planning monitoring and evaluation as an aid to raising standards √ √ Have strategies to monitor and evaluate developments √ √ Knowledge of safeguarding and child protection issues. √ √ Personal skills and attributes Essential Desirable Application Interview Task / Observation Clear vision for the future of education and able to think strategically √ √ √ Respond effectively and efficiently to daily challenges √ √ √ Be enthusiastic and determined √ √ Able to work under pressure and recognise and manage stress √ √ Have mentoring, motivational and coaching skills √ √ Have flexibility, sensitivity and tact √ √ √
14. (C.3) Provides specific, timely, and ongoing formative feedback to inform students of progress 0 4 15. (C.4) Provides opportunities for students to set personal academic goals and self-assess progress 0 4 16. CHECK Reflection: Discuss areas of strength and areas of needed improvement ENVIRONMENT Low High 17. (E.1) Fosters an environment educators and students are positive and respectful 0 4 18. (E.2) Demonstrates caring and understanding within an environment of high expectations 0 4 19. (E.3) Creates an inviting and safe learning environment through effective classroom organization, procedures, and behavior management 0 4 20. ENVIRONMENT Reflection: Discuss areas of strength and areas of needed improvement PROFESSIONALISM Low High 21. (PRO.1) Engages in self-reflection and professional learning for continuous growth and expertise in content and pedagogy 0 4 22. (PRO.2) Collaborates and cultivates productive relationships with staff, students, parents, administrators, and community to improve learning 0 4 23. (PRO.3) Approaches challenges and changes positively in a problem-solving manner 0 4 24. (PRO.4) Makes professional contributions to school, district, and school community 0 4 25. PROFESSIONALISM Reflection: Discuss areas of strength and areas of needed improvement
Monday, August 20th, 2018 (First Day of Weekday Classes) 8:30 am – 9 am HH 223 1:30 pm – 2 pm LH 111 2:30 pm – 3 pm HC 133 Tuesday, August 21st, 2018 (Second Day of Classes) 9:30 am – 10 am EB 122 12:30 pm – 1 pm HH 223 3 pm – 3:30 pm JB 336 Saturday, August 25th, 2018 (First Day of Weekend Classes) Training and key checkout as needed, 8 am – 4 pm
Fall 2018 Master Classroom Media Training & Key Checkout: Monday, August 13th, 2018 9:30 am to 10 am HH 218 11 am to 11:30 am HC 105 1:30 pm – 2 pm JB 127 3:30 pm – 4pm LH 100 Tuesday, August 14th, 2018 9:30 am – 10 am MC 224 11 am – 11:30 am MK 210 1 pm – 1:30 pm JH 306 Thursday, August 16th, 2018 9:30 am to 10 am DH 107 1:30 pm – 2 pm JB 126 3:30 pm – 4pm HH 231 Friday, August 17th, 2018 10 am – 11 am WH 215 12:30 - 1 pm AH 200 2:30 pm – 3 pm MC 224 Monday, August 20th, 2018 (First Day of Weekday Classes) 3 pm – 3:30 pm HC 105 1 pm – 1:30 pm LH 100 3:30 pm – 4 pm CH 107 4:30 pm – 5 pm HH 208
Explore Learn Get Involved Connect Create Listen Complete this Chart: Activity What did you do? Details: Movie title, restaurant, art piece What evidence are you providing? Do you need to present? Point Value % Earned 0-100% Points Total Points Attempted: ___________ Points Earned:_____ Reflections: What were some challenges with this assignment? What did you enjoy about this assignment? Suggestions for next semester? Scoring Rubric Achievement level Achievement Level descriptor
Room 304’s Schedule 2016-2017 Monday Tuesday Wednesday Thursday Friday 7:40-8:00 Morning Work Morning Work Morning Work Morning Work Morning Work 8:00-9:05 *8:10 Morning Announcements Math: Calendar, then Lesson Math: Calendar, then Lesson Math: Calendar, then Lesson Math: Calendar, then Lesson Math: Calendar, then Lesson 9:10-9:55 Library REMEMBER YOUR BOOKS! Computer Lab Music Art P.E. Wear Tennis Shoes!! 10:00-10:15 D.E.A.R. and Snack D.E.A.R. and Snack D.E.A.R. and D.E.A.R. and Snack D.E.A.R. and Snack 10:15-10:30 Handwriting Handwriting Handwriting Handwriting Spelling Test 10:30-11:00 Whole Group Reading and Language Arts Group Reading and Language Arts Group Reading and Language Arts Whole Group Reading and Language Arts Weekly Reading Test 11:00-12:00 Small Groups/ Stations for Reading and Language Arts Small Groups/ Stations for Reading and Language Arts Groups/ Stations for Reading and Language Arts Small Groups/ Stations for Reading and Language Arts Small Groups/ Stations for Reading and Language Arts 12:05-12:35 Lunch Lunch Lunch Lunch Lunch 12:40-1:10 Recess Recess Recess Recess Recess 1:15-2:00 Science / Social Studies Science / Social Studies Science / Social Studies Science / Social Studies Choice Time (writing, math groups, etc.) 2:00-2:35 FOCUS FOCUS FOCUS FOCUS Fun Friday or continuation of Choice 2:40-3:00 Pack Up, Jobs, Dismissal Pack Up, Jobs, Dismissal Pack Up, Jobs, Dismissal Pack Up, Jobs, Dismissal Pack Up, Jobs, Dismissal Contact Information My name is Sarah Winstead, the students refer to me as Mrs. Winstead or Mrs. W School Number: (812)825-5623 ext. 1304 Email: Follow us on Twitter @Mrs_Winstead Check my teacher website: Send in a note with your child, but remind them to turn it in to me
Classroom Opinion Polls ‘clickers’, or online polling questions, ask students a variety of questions about a topic and seek their anonymous opinion, Often polling devices can present immediate results back to the class to provide discussion and next steps. Weekly Report Written by students each week in they address three questions: What did I learn this week? What questions remain unclear? And What questions would you ask your students if you were the instructor to find out if they understood the material? Read at end of each week, categorize responses and with class. Follow up on unclear questions with class or small group of students. ConcepTests Instructor presents one or more questions during involving key concepts, along with several possible answers (multiple choice). Students indicate (by show of hands, or poll/clicker voting) which answer they think is correct. If most of the class has not identified correct answer, students are given a short time to persuade their neighbor(s) that their answer is correct. The question is asked a second time to gauge class mastery. Often lasts a few minutes but uncovers misunderstandings, and great conversation amongst students. Share answer after second voting session to see how the class responses changed or didn’t change. Instructor Meetings Instructor meets informally with students either in class or after class to answer questions, inquire about conceptual understanding or provide feedback on student learning. Design specific questions to help the meeting and address concepts and understandings you want to know more about.
3 step discussion (slide 12): A student discussion strategy in which students do the following: 1st step: Think to yourself 2nd step: Talk to your partner/table group 3rd step: Discuss as a group Anchor charts, visual aides (slide 12): Visuals paired with verbal instructions cover a wider range of student modalities and assists with processing. This strategy also helps as a “placeholder” for students who cannot hold information in their short term memory. Near vs Far point (slide 12): many students with learning differences find copying “far point” (wall or whiteboard) too difficult and need “near point” (desk copy) materials to access their learning. Big Sticky (slide 14): An activity that helps to get people moving. This is often done in groups and is an opportunity for information to be compiled by a variety of people. At the end of the activity, the compiled information can be presented to a larger group in a quick way. Brainstorming (slide 14): The group is posed with a question and then creates a list of possible solutions to share out with the group. Groupings (slide 14, 16) Color Cards: 3X5 cards are handed out or left on desks/seats in different colors to participants. When cued the people with all of the “orange” cards can become a group. This strategy is an easy way to form heterogeneous and homogeneous groups quickly. Clock appts: On a notecard, sticky or scrap of paper, jot down a clock. Typically 3,6,9 and 12 is used to mark the appointments but you have 12 places to work with. To fill the appointments, individuals rotate the room until they fill their appointments (write down in the 3,6,9 and 12 areas the name of the person they made a commitment to) and then take a seat. It is a short cut way of creating different groups that can be easily referenced in a pinch. “Meet with your 3 o’clock partner.” Appointments can be revised as appropriate (daily, weekly, per unit, etc…)
Course Rubric The course will be determined using the following criteria. A resource to assist in creating a rubric: Describe what is required for each Outcome and how many points are assigned to each proficiency Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted. Course Requirements (enter each criteria in the boxes below and assign a point value) Exemplary Demonstrates good understanding and skill Points: 4 Accomplished Demonstrates satisfactory understanding and skill Points: 3 Developing Demonstrates some understanding and Points: 2 Beginning Demonstrates little or no understanding or skill Points: 1 Not completed or not able to be scored Goal 1 Outcomes: Learn about the factors that affect classroom management. Participant completes readings and involved in discussions and activities 100% of time Participant completes readings and is involved in discussions and activities 80% of time Participant completes readings and is involved in discussions and activities less than 50% of time. No participation in discussion and activities; does do reading. Goal 2 Outcomes: Learning of Strategies that Participant completes activities and discussions strategies 100% of time Participant completes activities and discussions about strategies 80% of time Participant completes the activities and discussions about strategies less than 50% of time. Less than 25% evidence in participating in activities and discussions about strategies. Goal 3 Outcomes: Implementation Participant exhibits use of strategies in modeling activities 90-100% of time Participant exhibits use of strategies in modeling activities 70-80% of time Participant exhibits use of strategies less than 50% of time. Less than 25% evidence of working to develop the strategies. Goal 4 Outcomes: Sharing Reflections completed. Participant sharing Reflections completed. Participant sharing and Reflections completed. Participant sharing and Reflections completed. No
and collaborating 100% of the time. collaborating 80% of the class time. collaborating less than 50% of time. evidence of sharing or collaborating in class. Participation Requirement NOTE: Do not include attendance as criterion in the scoring; 100% attendance is required for all levels of credit. Reflects 15 collaborative completed per each credit. --------------This criterion is either met or not met. Does not reflect 15 collaborative hours completed per each credit. To pass, participants must earn an A or a B. A = 16 to 14 B = 13 to 10 F = less than 10
Classroom Management Assessment Practice Rating I maximized structure and predictability in my classroom. I explicitly taught and followed predictable routines. Yes No I arranged my room to minimize crowding and distraction Yes No I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations. I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines in my classroom. Yes No I explicitly taught and reviewed these expectations in the context of routines. Yes No I prompted or pre-corrected student to increase the likelihood that they will follow the expectations. Yes No I actively supervised my students. Yes No I actively engaged students in observable wats, I provided a high rate of opportunities to respond during my instruction Yes No I engaged my students in observable ways during teacher directed instruction (i.e., I use responds cards, choral responding, and other methods). Yes No I used evidence-based methods to deliver my instruction (e.g., Direct Instruction) Yes No I used a continuum of strategies to acknowledge appropriate behavior. I provided specific and contingent praise for academic and social behaviors (e.g., following expectations) Yes No I also used other systems to acknowledge appropriate behavior (group contingencies, behavior contracts, or token economies) Yes No I used a continuum of strategies to respond in inappropriate behavior I provided specific, contingent, and brief error corrections for academic and social errors. Yes No In addition, I used the least restrictive procedure to discourage inappropriate behavior. (e.g., rewarding replacement behavior, planned ignoring for unwanted behavior). Yes No Assessment retrieved from: Simonsen, B., Fairbanks, S., Briesch, A., (2008). Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 30(3), 351-380.
Classroom Observation Form Date of Observation: ___/___/______ Start Time:__________ am pm End Time:___________ am pm Observation Type: (Circle one) Announced Unannounced Teacher Professional Practice Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport Circle One: 4 3 2 1 2b: Establishing a Culture for Learning Circle One: 4 3 2 1 2c: Managing Classroom Procedures Circle One: 4 3 2 1 2d: Managing Student Behavior Circle One: 4 3 2 1 Rationale for Domain 2: Teacher Professional Practice Domain 3: Instruction 3a: Communicating with Students Circle One: 4 3 2 1 3b: Using Questioning and Discussion Techniques Circle One: 4 3 2 1 3c: Engaging Students in Learning Circle One: 4 3 2 1 3d: Using Assessment in Instruction Circle One: 4 3 2 1 Rationale for Domain 3: Priority Feedback for Professional Practice Feedback is important to help teachers grow as educators. With this in mind, provide feedback that is specific and actionable that will help teachers move their practice forward.
appropriate for you to leave the room. For some necessary trips such as going to the media center, running a teacher errand, etc. you will not have to use your free passes, I will give you a different pass. How will students get help from the teacher (raise hands, put name on board, ask other group members first)? To get help during seatwork, unless told that you may not ask your neighbor, ask another student directly beside, behind, or in front for help; if then you need the teacher’s help, write your name on the “I need assistance” board. What are acceptable noise levels for discussion, group work, seat work? Acceptable noise levels- Class Discussion- Level 2 Work- Level 1 Individual Seat Work- Level 0, Level 1 when asking for help How should students work with other students or move into cooperative groups (moving desks, changing seats, noise level, handling materials)? When moving to work with other students or moving into cooperative groups: Move desks and/or chairs by picking them up ; Move quietly with your materials to your new location, be ready to work in 10 seconds or less. How will students get recognized to talk (raised hand, teacher calls on student, talk out)? Students should raise hand and wait to be called on before speaking- no blurt outs please. Most of the time during class discussions I will randomly call on students to answer. I believe in whole class participation and No Opting Out, which means if I ask you a question and you are not sure of the answer, listen to your peers answer because I will eventually come back to you for you to give me the correct response :) How do students behave during presentations by other students? When other students are presenting in front of class, stay at Level 0, give presenters full attention; points will be deducted from the noisemakers presentation if disruptive to other presenters. How do students get supplies they are missing? If missing supplies, raise your hand or write your name on the I need assistance board. How and when do students sharpen pencils? Students will need to ask permission to get up during whole class learning to get a new pencil or sharpen his or hers but may get up if not more than two students are up to get a pencil during individual or group work time.
Class Schedule Time Monday Tuesday Wednesday Thursday Friday 8:00 – 8:30 8:30 – 9:00 9:00 – 9:30 9:30 – 10:00 10:00 – 10:30 10:30 – 11:00 11:00 – 11:30 11:30 – 12:00 12:00 - 12:30 12:30 – 1:00 1:00 – 1:30 1:30 – 2:00 2:00 – 2:30 2:30 – 3:00 3:00 – 3:30 3:30 – 4:00 4:00 – 4:30 4:30 – 5:00 5:00 – 5:30 5:30 – 6:00 6:00 – 6:30 6:30 – 7:00 7:00 – 7:30 7:30 – 8:00 8:00 – 8:30 8:30 – 9:00 9:00 – 9:30 9:30 – 10:00
MOORPARK COLLEGE Classified Senate The objective of this organization shall be to address the non-bargaining concerns of the classified employees and in the spirit of participatory governance work with college management in the development and implementation of college goals and objectives to promote campus community involvement, personal development, and collegiality. MEETING NOTES Thursday, August 29th, 2013 | 12:00pm-1:00pm A-138 POSITION OFFICER NAME ATTEND AREA SENATOR NAME ATTEND President Leanne Colvin X Communications / Administration / Fountain Hall Kathy McDonald Rojas X Vice President Gilbert Downs X LMC / Physical Science / Health Science Center Holly Ramsey X Secretary Ashley Chelonis X Applied Arts / Campus Center / CDC Mickey Aguilar X Treasurer Allam Elhussini X LLR / HSS / Technology Linda Sanders X Former President Maureen Rauchfuss Academic Center / Gym / M&O Dianne Costabile X GUESTS DEPARTMENT ATTEND Performing Arts / Music / EATM April Hunt X Conni Bittinger Administration X Peggy Kinney Business Services X Jason Lee Foster & Kinship Care X TOPIC ACTION
Name ________________________________________________________________________ Classifying the Planets WebQuest Worksheet Using the websites you have been given, complete the tables. Rocky – (made of rocks; definite surface). Gas – (made of gas; no definite surface). Giant – (diameter greater than Earth’s). Small – (diameter smaller than Earth’s). Note: Earth is 7,900 miles (12,700 kilometers) in diameter. an “X” in the column that best describes the planet. Planet Rocky Gas Giant Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Dwarf Planet Composition (what’s it made of?) Diameter (km) Distance from Sun Length of Year Number of Moons Pluto
TERM I History: Chapter-1- Tracing changes through a Thousand Year Chapter-2- New kings and Kingdoms Chapter-3- The Sultans Chapter 4. The Mughal Empire Chapter 5. Rulers & Buildings Geography: Chapter 1- Environment Chapter 2- Inside our Earth Chapter-3- Our Changing Earth Chapter-4- Air, Chapter-5 Water Civics: Chapter-1- On Equality Chapter -2. Role of the Govt. in Health Chapter-3-. How the State Govt. works. Chapter-4- Growing up Boys and Girls Chapter-5 Women change the world TERM II History: Chapter-6 Towns, Traders & Craft person Chapter-7- Tribes, Nomads& settled communities. Chapter-8 Devotional Paths to The Divine Chapter-9 The Making Of Regional Cultures Chapter-10 Eighteen Century Political Formations Geography: Chapter-6 Natural Vegetation& Wildlife Chapter-7 Environment- Settlement, Transport and Communication Chapter-8 Human Environment Interactions Chapter-9 Life in the Temperate Grasslands Chapter-10 Life in Deserts Civics: Chapter-6 Understanding Media Chapter-7 Understanding advertising Chapter-8- Market around us Chapter-9- A shirt in the market Chapter-10 Struggles for equality Repeat Chapter:- History Lesson;- 4 - The Mughal Empire, Geography:-L-4 - Air, Civics L-1 – On Equality MORAL SCIENCE: TERM I Lesson 1 to 7(Book… Inspiring Lesson 1 to 4 (Book… Steps of Life) TERM II Lesson 8 to 15 (Book… Inspiring Souls), Lesson 5 to 9 (Book… Steps of Life) G.K : TERM I: Lesson 1 to 22, TERM II: Lesson 23 to 43 COMPUTER TERM I: Lesson 1 to 4, TERM II: Lesson 5 to 7 DRAWING: April -Unit 1 Concept of Art May & June -Unit 2 Object, Still Life July -Unit 3 Nature Study August -Unit 4 Animals Studies September -Unit 5 Landscape October -Unit 6 Vehicles November -Unit-7 Form Study December -Unit 8 Composition January -Unit 9 Art & Design Feb Revision
9/1/11 we started the day by gluing our decorated puzzle pieces to a big piece of p aper. I'm going to hang it in our classroom this afternoon! We all are important members or "pieces" of our classroom community. After that, we switched for math for the first time! Students are bringing home a letter with them today to let you know who their math teacher will be for this year. In my math class, we did some community building activities to help get to know each other better and to learn each other's names. For the rest of class we worked on a math inventory so I can see what math skills/concepts each student already has/knows. We will finish this up tomorrow and will review our classroom rules. Once the students got back from math we had our mid-morning snack break. Everyone said they had a good time in math class. After our snack break, we talked about what the MAP-R is, why students take it, and how to take it. Then we went to the computer lab to take the assessment. The Measures of Academic Progress in Reading (MAP-R) is a formative assessment that all students in Grades 3, 4, and 5 take on the computer to measure reading progress. It is given in the fall, in the winter, and in the spring so we can monitor how each student is improving in reading throughout the year. In writing, we did an activator called Round Robin Writing in our table groups. The purpose of this activity is to have the students participate and work together as a table to write a creative story sentence by sentence. Each table was given a piece of chart paper with the following story starter at the top,"It was a normal day at recess. The sun was shining brightly and everyone was running around playing. But then I looked off into the distance and saw....." One person at each table group finished that sentence and then passed the marker to the next person at their table group who wrote the next sentence. This continued on around and around the table group with each person only writing one sentence before passing on the marker. We had a lot of fun! Some of the topics from the stories include: monsters, flying pigs, zombies, fairies, giant pickles, clowns, and finding a million dollars which is then eaten by a bunny. Such creative ideas! Later
make a huge difference! There are some great free educational apps that can be downloaded on smartphones and other electronic devices such as iPads and iTouches that give the students practice with basic facts. If you'd like to get an idea of some of the educational apps there are out there, please visit the following link. The link includes apps that are created by the publisher of our math program, Everyday Mathematics. ** Here are some examples of the place value concepts students should be familiar with: Standard Form: 128, 364, 927 Expanded Form: 100,000,000+20,000,000+8,000,000+300,000+60,000+4,000+900+20+7 The 1 is in the hundred millions place The 2 is in the ten millions place The 8 is in the millions place The 3 is in the hundred thousands place The 6 is in the ten thousands place The 4 is in the thousands place The 9 is in the hundreds place The 2 is in the tens place The 7 is in the ones The value of the 6 in the ten thousands place is 60,000 The value of the 2 in the tens place is 20 The value of the 3 is in the hundred thousands place is 300,000 Word Form: Three hundred six thousand two hundred forty one=Standard Form: 306, 241 In reading we started with a warm-up activity that gave us practice with creating a for a piece of writing. We talked about how the title of a story, a poem, or any other piece of writing helps the reader to know what they will be reading about. Then we read a poem
were enthusiastic about asking questions about the human body. They may have questions for you tonight about bones! Later, the students headed to the computer lab to take the MAP-M (Measures of Academic Progress in Math). The MAP-M is a formative assessment that all students in Grades 3, 4, and 5 take on the computer to measure math progress. It is given two times a year so we can monitor how each student is improving in math. In math, we continued to practice solving for unknowns in various locations of a math problem. We focused on how the steps we take to solve the problem depend on where the unknown is and what operation we're doing. Many students are still struggling with this, so we will continue to review it. It is a very difficult concept! We are practicing using reasonableness to help us determine if our answer makes sense. For example: If I do the problem 960-______=573 and get 1,533 as my answer because I add 960+573=1,533, I should put the answer back into the problem to check to see if it works. 960-1,533=573 makes no sense! So I know that I should go back and check it. Students who are confused by the equals sign being at the beginning of the problem should move it to the end. 567=123+______ could be changed to 123+_______=567. We practiced viewing the two sides of the equals sign as two sides of a balance-they need to be equal to be balanced! Here's a cool website that students can experiment with: In science, we began a new experiment to test if different balls travel different distances in a set amount of time. The students used the data from our prior experiment to help them make predictions. Some students thought the ball that traveled the fastest would also travel the farthest, while some students thought the slowest ball would travel the farthest. I loved how they used words like air resistance, friction, and texture while considering/explaining their predictions. We will continue this experiment tomorrow. Homework Wednesday's Homework Math: None. Optional: Write 5 "balanced" problems like we did in class. Example: 4+15=29-10 Reading: Read for 20 minutes Spelling: Word Study Assessment on FRIDAY 10/11. Study!!
In social studies, we discussed goods and services. We created a list of businesses that provide goods, services, or both. Then, the students got into groups and chose a business to create a skit for. When they presented their skits, the rest of the class had to guess what business they were acting out. Once we figured out what business they were acting out, we discussed the goods and/or services that were being demonstrated. Homework Tuesday's Homework Math: Complete worksheet Reading: Read for 20 minutes 10/14