zilongwang/ReadingBank huggingface dataset:
2015, Nova has established study programme provision in centres in the East of England, assimilating learners from four training providers who lost their contracts with the funding agencies. The following features contributed to the provider’s overall effectiveness judgement of outstanding. Tailored work experience prepares learners very well for their employment and future careers. Apprentices develop high-quality trade skills: they become valuable employees swiftly. Learners with high needs make outstanding progress towards their goals of independence and gain employment with supportive employers after a period of carefully planned internship. Learners develop a sound understanding of how to keep themselves safe in the workplace and online, diversity in society and fundamental British values, helping them become more responsible citizens and mature individuals. Learners fully recognise the importance of English and mathematics in their future careers and higher studies and develop good and often outstanding skills in these subjects. Derwen College, Oswestry, Shropshire () Inspected 20 April 2016: outstanding, previously good. Derwen College is an independent specialist, residential college for young people who have disabilities and/or learning difficulties. This provider remained outstanding from its previous inspection in 2012. Governors, the chief executive and senior managers have established a culture of very high expectations for all students. Staff reinforce very high standards across the college, at work and in the residences. Students greatly enjoy their learning, their work experience and the social aspects of college life. Almost all make excellent progress in the development of their personal and vocational skills, and are very well prepared for life in modern Britain. Managers have developed very close links with employers, particularly in retail and hospitality. ‘Industry champions’ work closely with college staff to enhance college vocational programmes. They ensure that staff and students are fully aware of the standards and skills required in the workplace and provide students with meaningful work-experience opportunities. The range of provision is excellent. Leaders and managers carefully monitor the progression of students and use this information well to improve and inform changes to curriculum design. Managers have made significant changes to vocational programmes, which enable students to develop the relevant skills required for all sectors, increasing their opportunities to progress to employment when leaving college.
Implement and at least four formal lesson plans that are observed by a University Supervisor. Written Reflection of Performance Assessment Form (PAF) mid- and final scores and comments. (PAF will be completed by CT, Supervisor & candidate; copy goes in candidate’s file.) Reflection to be turned in to Supervisor Complete PACT
take forward professional conversations with all secondary head teachers at appropriate times within each school session. 5: Maintain and improve the reduction in the overall number of young people placed out with Argyll and Bute for education. 5: Continue to prioritise our work with partners across other agencies to ensure early and all effective intervention for vulnerable children and families. 6: Implement further the review of the additional support needs assistant provision across all Argyll and Bute Schools to ensure the identified needs of learners are met in accordance with the requirements of the Additional Support for Learning Act. 6: Review the revised assessment and allocation implemented in session 14/15 and adjust, as appropriate. Present evaluation outcomes to head teachers to ensure a shared understanding and adherence to the revised model in session 15/16. Ann Marie Knowles, Head of Education
Alternative Credit Subject Matter Expert (SME) Current certificants may earn alternate credit for subject matter expertise provided to support a NAMSS committee or commission. Service hours will be verified by the administrative office in consultation with the committee chair. Variable: Verified by the Committee Chair and Admin. Office based on service hours. Note: Paid SMEs will NOT be eligible for credit. Teaching/Speaking Credit will be granted for development/delivery of a presentation at NAMSS accredited programs. One (1) CE Credit per hour; maximum of 28 hour per recertification cycle Volunteer Service Credit will be granted for volunteer service as an elected/appointed board or standing committee position on both the NAMSS national level and local level. Two (2) CE Credits per elected/appointed board or standing committee position per year (National Level);One (1) CE Credit per elected/appointed board or standing committee position per year (State Level Non-NAMSS Accredited Educational Programs Classroom, Webinar or Online Credit will be granted for attendance at non-NAMSS accredited industry related activities such as conferences, seminars, workshops, training sessions, teleconferences, webinars, or online coursework. One (1) CE Credit per 50 minutes of attendance College Credit Credit will be granted for successful completion of a college/university course in the medical services industry topic area. Teachers of similar courses are also eligible for credits. Twelve (12) CE Credits per 3-credit college/university course A course may only be used once per recertification cycle. Published Articles or Books Credit will be granted for articles published in Synergy or books on a medical services industry-related topic. Two (2) Credits per published article Articles in Synergy must be at least 1500 words in length. Authors must be CPMSM/CPCS certified or be certified by another recognized authority in the field as determined by the Education Committee. Item Writing A current certificant may earn alternate credit hours by participating in an item writing workshop. *In order to obtain CE credit for an item writing and/or exam development activity, you MUST be invited by the Test Development Chair of the Certification Commission of (CCN). One (1) CE credit is awarded for each hour of participation. Service hours will be verified by the administrative office in consultation with the committee chair.
Workshop A Assessing students in a clinical environment Dr Catherine Sanderson and Ms Diana Pitt Workshop B Utilising simulated learning in osteopathic education: a workshop Kylie Fitzgerald Platform presentations Location A Chaired by Steve Vogel Location B Chaired by Charles Hunt 14:30 – 14:45 Optimising medical experience of co-morbidities in osteopathic education Judith Neaves Using behaviour change models to enhance learning Dr Jerry Draper-Rodi
14:45 – 15:00 Pain knowledge, attitudes and beliefs in osteopathy: students undertaking a 12 week course in clinical pain neurosciences (oral presentation) Kylie Fitzgerald To explore the attitudes of osteopathic teaching clinic tutors to the shared-decision making model, add to the discourse surrounding shared decision-making in osteopathy, and encourage osteopathic education institutions to consider the addition of this model to the curriculum Annmarie O’Sullivan 15:00 – 15:15 Investigating the beliefs and attitudes of UK registered osteopaths towards chronic pain and the management of chronic pain sufferers Roy Macdonald ‘Sometimes, I don’t feel like an osteopath at all’- a qualitative study of final year osteopathy students’ professional identities Holly Clarkson 15:15 – 15:30 Developing an embodied approach to values-based practice in osteopathic education: getting in touch with what really matters Hilary Abbey A qualitative analysis of student experiences from an international osteopathic clinical exchange placement Fitzgerald 16:00 – 16:15 Preliminary study on learning strategies of osteopathic techniques and clinical decision-making Elise Leroux Evaluating clinical competence in osteopathic education: a qualitative comparison of assessors’ experiences of two different assessment methods Dr Oliver Thompson 16:15 – 16:30 Strengthening patient-centred communication in osteopathic practice and education: a summary of learning from the OsteoMAP project Peter Simpson recruitment in healthcare: Evidence from theory and practice Vicki Ashworth 16:30 – 16:45 Patient reported outcomes measures (PROMs) must be embedded in osteopathic education Michael Fleischmann An evaluation of the effect on graded clinical competencies of part replacement with simulated learning activities Kylie Fitzgerald 16:45 – 17:00 Using PROMS to assess the progress of patients at the UCO Clinic - collaborative working with Arthritis UK Francesca Wiggins A qualitative evaluation simulated patient video resources as a replacement for clinical hours Kylie Fitzgerald
Academic Information What is the student’s current academic standing: Meets Expectations Deficiencies exist If deficiencies exist, please identify the area(s) of deficiency and cause: Are school attendance issues negatively impacting the student’s academic progress? Yes No Please enter applicable attendance information: Number of Excused Absences Number of Unexcused Absences Number of Tardies or Late Arrivals to School Sixth Grade Seventh Eighth Grade Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade Date of Contact Method Contact made by Reason and outcome If no contact has been made with a parent or the custodian of the child, please explain:
Impact of Globalisation on Modern Education Unit – 5Education and state Concept of Democracy Education in totalitarian and welfare Interrelationship of state and education State Control of Education and Autonomy in Education. C2Practical Field Study Each student is required to visit a school and prepare a reportrelating to the functions as observed Distribtion of Marks : Record : 20 Viva-voce : 10 Total : 30 REFERENCES Abraham, M.F. (2008). Contemporary Sociology. New Delhi: Oxford UniversityPress. Anand, C.L. et.al. (Ed.) (1983). Teacher and Education in Emerging inIndianSociety. New Delhi: NCERT. Dewey, John (1973). The School and Society. Chicago: University of Chicago Press. Mathur, S.S. (1966). A Sociological Approach to Indian Education.VinodPustakMandir, Agra. Nayak, B.K. Text Book of Foundation of Education. Cuttack: KitabMahal. (1983). Teacher and Education in Emerging Indian Society. New Delhi. Ottaway, A.K.C. (1966). Education and Society. London: Routledge and Kegan Paul. SEMESTER-II CC-3 :THE LEARNER AND LEARNING PROCESS INTRODUCTION: Educational Psychology a pivotal role in understanding Childs’ uniquecharacter in teaching learning process. No child is alike from physical,psychological, and social point of view. So a classroom teacher must understandunique characteristics of children and the factors affecting children’s learning. Thiscourse will enable the learners to understand the Childs’ innate potentialities andapply educational psychology in teaching learning process. Trial
Unit – 5Systems of Education (Characteristic, Structure, Curriculum & Evaluation system) REFERENCES Attboch,. R. G., Arrive,,,R. & Kelly, G. P. (Ed.), Comparative Education, Macmillan,.NewYork, 1982. Bereday, George Z.F (1964) Comparative Method in Education Holt Rinehart and Winston, Inc, New York. Biswas, A. & Aggarwal, J.C., Comparative Education, Arya Book Depot, New Delhi, 1972. Chaube, S.P., Comparative Education, Ram Prashad& Sons, Agra, 1969: Gezi, K. I., Education in Comparative and International Perspective, Holt, Rinehart & Winston, New York, 1971. Hans, N., Comparative Education, Universal Book New Delhi, 1988. JoshiN.,Education Elsewhere-and Here,BharatiyaVidyaBhawan, Bomaby, 1979. Mukherjee, L, Comparative Education, Allied Publishers, New Delhi, 1975. Sodhi, T.S., Comparative Education,Vikas Publishing House Pvt. Ltd., New Delhi, 1993. Core-12Practical Term Paper Each student is required to prepare a term paper on any topic of comparative education. Distribtion of Marks : Record : 20 Viva-voce : 05 Total : 25 SEMESTER-VI CC-13 :EDUCATIONAL PLANNING, ADMINISTRATION AND MANAGEMENT INTRODUCTION Management is a universal phenomenon. Knowledge of management is indispensable for successful accomplishment of of an organization. Knowledge of management is required to ensure efficiency and better output of an organization and its functioning. As we know education plays a significant role in the socioeconomic development of the country, proper management of educational institutions requires managerial skills among
DIAMOND NINE RANKING A good education means that all children are enrolled in school. A good education means that all children complete primary school. A good education means that all children go to school between 9am and 3.30pm for five days per week. A good education means that every child has a textbook. A good education means that all children leave school able to read, write and count. A good education means that all children are taught by a qualified teacher. A good education means that children are safe and secure at school. A good education means that girls and boys have equal opportunities. A good education means that all schools have water and toilets.
Signed in Havana on 28 April 2016, in English and Spanish, in two original copies, both texts being equally valid. The Rt Hon Philip Hammond, MP, Secretary of State for Foreign and Commonwealth Affairs of the United Kingdom of Great Britain and Northern Ireland HE Rodolfo Abel Alarcón Ortíz Minister of Higher Education of the Republic of Cuba
met without promoting or encouraging a large scale relocation of existing pupils from other schools. Section 4: Educational Vision Oxfordshire County Council’s vision is for an autonomous and self-improving education system; we are committed to enabling schools and settings to promote excellence and lead their own improvement. This is set within the context of a continuum of provision from birth to 25 that meets the needs of children and young people in Oxfordshire. Our ultimate purpose is to improve attainment, achievement and well-being, including the progression into employment for young people, by developing collective capacity in the county. An academy sponsor is sought to work with the county council to achieve this vision. In particular, prospective sponsors will need to demonstrate how they will help meet the following outcomes. 4.1 High Educational Quality and Standards The school should: Provide sustainably good or outstanding education with an exciting and inspiring broad and balanced curriculum. Rigorously focus on educational standards to ensure that every child achieves their potential, and goals and national expectations are met or exceeded. Ensure an inclusive learning environment in which all pupils, including those with special or additional educational needs and those with disabilities, are supported and enabled to make appropriate progress. Develop a strong moral and caring ethos, ensuring care and support for the whole child. Seek out and share best practice within and beyond the school, promoting innovation and creativity in learning and teaching. Maintain outstanding and dynamic leadership, management and governance. Attract, retain and develop the highest quality teachers and support staff to ensure good or better teaching and learning, and effective and motivated workforces. 4.2 Support for Vulnerable Learners and Children with Special
Education: Paradigm Shift What is the most important aspect of school life that most people completely misunderstand? Include… two personal stories 4+ pieces of research What your action step taught you Exceeds Meets Approaches JB Intro Compelling title and a hook (plus appr.) Attempts a compelling title and a hook (plus appr.) Has author, title, a thesis Thesis Clear, focused & readers would not notice this Clear and focused Not quite clear OR not quite focused enough Body paragraphs Clear and focused topic sentences; concluding sentences that pull the paragraph together; deliberate organization Clear and focused topic sentences; concluding sentences that pull the paragraph together; effective organization Mostly clear topic sentences; many concluding sentences; somewhat effective organization Evidence Specific and on point; high quality choices; a wide variety of “sources”; integrated smoothly; persuasively explained Specific and on point; some high quality choices; some variety of “sources”; integrated effectively; explained Mostly on point; some variety of “sources”; usually integrated effectively; explained Conclusion Pulls the paper together and answers the so what question powerfully; provokes thought in the reader Pulls the paper together and attempts to address the so what question Pulls the paper together: restates thesis and key evidence Language Clear, correct, varied, deliberate use of sentences for rhetorical effect; virtually no mechanical errors Almost all clear, correct, & varied; a few mechanical errors Largely clear and correct; somewhat varied; occasional mechanical errors
to sickness will be paid up to four weeks at full pay and four weeks at half pay in any 12 month period. After two years continuous service an employee absent from work due to sickness will be paid up to 12 weeks full pay and 12 weeks half pay in any 12 month period. Probation & notice The post is subject to a six month probationary period. During this period you will be entitled to receive, and are required to give, at least two weeks notice of termination, which must be in writing. After successful completion of your probationary period you are entitled to receive, and are required to give, at least 2 months notice of termination, which must be in writing. Education Programmes Manager Application Guidance Notes Please contact for any questions or clarification on the information here. We shortlist applicants for interview by matching the details given on the completed application form against both the role description and the person specification. We’ll be looking for clear evidence to show that your experience, skills and knowledge match those set out in the person specification and role description. We’re interested in all relevant experience, wherever you have gained it, as well as beyond paid employment, that may contribute to your ability to meet the requirements of the job. All parts of the role description and person specification should be addressed, as information not given or not made explicit on the application form cannot be taken into account in the shortlisting process. Please note that CVs are not accepted and any information given on a CV will not be considered. Due to the high quality and number of applications we receive, we only contact shortlisted candidates. If you would like confirmation that you have not been successful please contact us. If you have a disability and would prefer to apply in a different format or would like us to make reasonable adjustments to enable you to attend interview please contact Our offices are accessible. Please ensure your application reaches us by the closing date stated on our website.
AND FUNCTIONS OF EDUCATION CLUSTER IN SOUTH SUDAN Globally the Education Cluster is co-led by UNICEF and Save the Children and is based upon a broad partnership of agencies working in education in emergencies including the Inter-Agency Network for Education in Emergencies (INEE), UN agencies, international non-governmental organisations (INGOs), donors, academic institutions and not-for-profit organisations. The Global Education Cluster vision is to ensure all children and young people affected by humanitarian crises have equitable access to relevant, quality education in a safe, protective environment. The goal of the South Sudan Education Cluster is: To ensure that children and young people affected by man- made and natural humanitarian crises in South Sudan are able to access a quality education in a protective environment. This will be achieved through the following objectives: 1. Provide a national coordination in which all relevant organisations work together to support the Government of South Sudan to address education related issues in current and potential future emergencies; 2. Ensure the development of a comprehensive program of activities related to education in emergencies - preparedness, capacity building, emergency response through to rehabilitation and recovery; supported by information management, monitoring and evaluation, policy and advocacy; 3. Strengthen the education sector’s contribution to integrated humanitarian responses, giving due attention to priority cross-cutting issues such as psycho-social support, gender, diversity/inclusiveness, HIV/AIDS and human rights. KEY FUNCTIONS a) Ensure appropriate coordination with all humanitarian partners through maintenance of appropriate cluster coordination mechanisms, including Education Clusters at national and state level. b) Ensure inclusion of key humanitarian partners for the education sector, ensuring the complementarity of different humanitarian actors’ actions. c) Secure commitments from humanitarian partners in responding to needs and filling gaps, ensuring appropriate distribution of responsibilities within the education sector d) Promote emergency response actions while at the same time considering the need for early recovery planning as well as prevention and risk reduction concerns. e) Ensure active community participation and inclusion of vulnerable groups in emergency education response. f) Represent the interests of the Education Cluster discussions with the Humanitarian Coordinator, the National Education Forum, associated Technical Working Groups, the Sector Planning process, Education Donor Group and other stakeholders. The Education Cluster is also represented where necessary at State Level in terms of the co-ordination roles mentioned above. The Education Cluster will send a representative to the Education Donor Group to ensure a co-ordinated set of issues are presented to the NEF.
Version Control Version Date Type Author 1.0 23 January 2018 First Draft Simon Harrington, Programme Lead-School Services 1.1 07 February 2018 Revised First Draft Graham Tanner, Programme Lead – Targeted Services 1.2 19 February 2018 Revised First Draft Simon Harrington, Programme Lead-School Services 2.1 20 February 2018 Second Draft Graham Tanner, Programme Lead – Targeted Services 3.1 27 February 2018 Third draft (legal amendments) Graham Tanner, Programme Lead – Targeted Services
2. INSTRUCTOR INFORMATION Name of Instructor Full-Time or Part-Time Degree Titles, Institution, Year Include the Discipline/Field as Listed on the Diploma Years of Teaching Experience in the Discipline/ Field Additional Expertise in the Discipline/Field* (e.g., licenses, certification, if applicable) e.g, John Smith FT or PT e.g., M.S., Mathematics, ABC University, 1990 e.g., 6 3. CURRICULUM Describe how the institute covers the required topics: student development and learning, pupil assessment procedures, curriculum development, classroom management, and teaching methodology. Provide supporting documentation such as course or module syllabi or outlines. Curriculum must address the requirements in 4. APPENDICES List the appendix items that are included with the request, in the order to which they appear in the proposal. Appendix items should be clearly labeled and submitted electronically as PDF documents or as Microsoft Office documents (e.g., Word or Excel).
2. CANDIDATE ADMISSION REQUIREMENTS Please list all candidate admission requirements and provide a minimum score when applicable. 3. FACULTY INFORMATION Please provide all information requested for each member of the instructional staff who teaches in the program, including online or blended courses. A faculty member must be identified for each course taught. If a faculty member has not yet been identified for a course, indicate that as an “open position” and describe the necessary qualifications in the matrix (as shown in the example below). An up-to-date copy of each faculty member’s CV must be included (limit CVs to 10 pages maximum). ODHE requires that academic programs meet or exceed the requirements for faculty credentials, as stated within the . *Note: Faculty teaching reading must have reading qualifications Name of Instructor Rank or Title or Degree Titles, Institution, Year Include the Discipline/Field as Listed on the Diploma Years of Teaching Experience in the Discipline/ Field Additional Expertise in the Discipline/ (e.g., licenses, certification, if applicable) Title of the Course(s) This Individual Teaches in the Program Include the course prefix and number e.g, John Smith e.g., Professor, Asst. Professor, Lecturer, etc. FT or PT e.g., M.S., Mathematics, ABC University, 1990 e.g., 6 e.g., MTH120: College Algebra MTH148: Analytic Geometry Open Position e.g., Professor, Asst. Professor, Lecturer, etc. FT or PT e.g., Master's in English required e.g., 3 years minimum e.g., ENG 100: English Composition I, English Composition II 4. CURRICULUM
Please list all candidate admission requirements and provide a minimum score when applicable. 3. FACULTY INFORMATION Please provide all information requested for each member of the instructional staff who teach the non-general education courses in the program, including online or blended courses. A faculty member must be identified for each course taught. If a faculty member has not yet been identified for a course, indicate that as an “open position” and describe the necessary qualifications in the matrix (as shown in the example below). An up-to-date copy of each faculty member’s CV must be included (limit CVs to 10 pages maximum) as appendix items. ODHE requires that academic programs meet or exceed the requirements for faculty credentials, as stated within the . *Note: Faculty teaching reading must have reading qualifications. Name of Instructor Rank or Title or Degree Titles, Institution, Year Include the Discipline/Field as Listed on the Diploma of Teaching Experience in the Discipline/ Field Additional Expertise in the Discipline/ Field* (e.g., licenses, certification, if applicable) of the Course(s) This Individual Teaches in the Program Include the course prefix and number e.g, John e.g., Professor, Asst. Professor, Lecturer, etc. FT or PT e.g., M.S., Mathematics, ABC University, 1990 e.g., 6 e.g., MTH120: College Algebra MTH148: Analytic Geometry Open Position e.g., Professor, Asst. Professor, Lecturer, etc. FT or PT e.g., Master's in English required e.g., 3 years minimum e.g., ENG 100: English Composition I, English Composition II 4. CURRICULUM
Please list all candidate admission requirements and provide a minimum score when applicable. 3. FACULTY INFORMATION Please provide all information requested for each member of the instructional staff who teach the non-general education courses in the program, including online or blended courses. A faculty member must be identified for each course taught. If a faculty member has not yet been identified for a course, indicate that as an “open position” and describe the necessary qualifications in the matrix (as shown in the example below). An up-to-date copy of each faculty member’s CV must be included (limit CVs to 10 pages maximum) as appendix items. ODHE requires that academic programs meet or exceed the requirements for faculty credentials, as stated within the . *Note: Faculty teaching reading must have reading qualifications. Name of Instructor Rank or Title or Degree Titles, Institution, Year Include the Discipline/Field as Listed on the Diploma Years of Teaching Experience in the Discipline/ Field Additional Expertise in the Discipline/ Field* (e.g., licenses, certification, if applicable) Title of the Course(s) This Individual Teaches in the Program Include the course prefix and number e.g, John Smith e.g., Professor, Asst. Professor, Lecturer, etc. FT or PT e.g., M.S., Mathematics, ABC University, 1990 e.g., 6 e.g., MTH120: College Algebra MTH148: Analytic Geometry Open Position e.g., Professor, Asst. Professor, Lecturer, etc. FT or PT e.g., Master's in English required e.g., 3 years minimum e.g., ENG 100: English Composition I, English Composition II 4. CURRICULUM
Greenbrier Patti Burdette psburdet@access.k12.wv.us 647-6466 or 647-6470/Ext. 46 Cathy Thompson (C&I Dir.) catthomp@access.k12.wv.us
Inst. Ed. Green jgreen@access.k12.wv.us 957-9833/Ext. 53202 DeWayne Duncan (Executive Director) ddduncan@access.k12.wv.us
Lincoln Kevin Prichard kgpricha@access.k12.wv.us 824-3033/Ext. 229 Jeff Midkiff (Assistant Supt.) jamidkif@access.k12.wv.us
Logan Terry Elkins tmelkins@access.k12.wv.us 792-2032 Jan Hanlon Wilma Zigmond wzigmond@access.k12.wv.us Cell: 752-3711
Monongalia Jocelyn Collins jbcollin@access.k12.wv.us 291-9210/Ext. 511 Courtney Whitehead cwhitehead@access.k12.wv.us 291-9210/Ext. 506
McDowell Aaron Lester rlester@access.k12.wv.u 436-8441/Ext. 222 Nicholas Chris Hanshaw chanshaw@access.k12.wv.us 872-3611/Ext. 250 Beverly Kingery bkingery@access.k12.wv.us
Pleasants Gary Bills gbills@access.k12.wv.us 684-2196-Office 991-4255-Cell G. Michael Wells (Superintendent) gwells@access.k12.wv.us
Tucker Rebecca Moore rimoore@access.k12.wv.us Dr. Eddie Campbell ecampbell@access.k12.wv.us Tyler Melinda Walton mwalton@access.k12.wv.us 758-2145
Upshur Glenna Clutter gclutter@access.k12.wv.us 472-5480/Ext. 1019 David Dilly (Assistant Supt.) Ddilly@access.k12.wv.us
Wood Bob Mathews rmathews@access.k12.wv.us 420-9510/Ext. 102 210-5025-Cell Missy Powers (Assistant Principal) mpowers@access.k12.wv.us
Leader changes student application status in TD (or emails Intercultural Office with list of students to accept); Students complete remaining requirements in TD; Leader accesses TD for necessary information (i.e., passport #s, etc.) (or requests reports from Intercultural Office); Prior to course departure, leaders (and any other participants, i.e., family members) “apply” for their course and complete “Travel Details” in TD. USING TERRA DOTTA NOTE: For training purposes, use “Wonderland Cross-Cultural Course (TEST)” to work through the process prior to your course going “live” in TD. Accessing Terra Dotta: Go to Choose “Login/Register” from upper right grey navigation bar Log-in using Messiah username and password required emergency contact information (only required first time log-in) This will take you to your “Admin Home” page (which you can access at any point by clicking on the link on the upper right navigation bar) Searching applications (saving searches/queries): on “Applicant Admin” link on left navigation menu Choose “Search” Enter “Applicant Name” or “Program Name” or “Program Term” and click “Search” button OPTION: Enter search name and click “Save Search” to save to your admin home page Reviewing applications/questionnaires: Perform search for applicant(s) (or choose saved search/query from “Admin Home”) Click on student application (blue hyperlink next to student name) Choose the black tabs (i.e., “Overview,” “Questionnaires,” “Materials,” etc.) to look at various application components on desired questionnaire name Reviewing recommendations: Perform search for applicant(s) (or choose saved search/query from “Admin Home”) Click on student application on black “Recommendations” tab Click on blue hyperlink of recommender’s name to review recommendation (if not completed, the recommender’s name will be grey) Changing student application status - NOTE: Email the Intercultural Office () if you would like them to change the application statuses for you Perform search for applicant(s) (or perform saved search/query from “Admin Home”) Click on student application Click on “Status” tab Change “Status” in drop down “Update” at bottom of screen Progress audits: Click on “Admin Home” on top navigation bar
Siphamandla Secondary Mr. T. Mkiva 53764463 PL 1 Sivile Primary School Mr M Xakata 53275179 PL 2 HOD – Intersen Sizimisele High School Mrs. A. Motsienyana Ms. V.M Mthingeni Mrs. N. Gwalisa Mrs. S.V. Bonani Mr. S. Buti Mr. S. Mseleni Mr. T. Buso Mr. Z. Mengu 54952573 53595671 69092800 53225813 53606230 53494199 53826311 53508041 PL 1 PL 1 PL 1 PL 1 PL 1 PL 1 PL 2 PL 2 Maths Literacy (Grade 12) Life Science (Grade 11) IsiXhosa And L/O (GET) L/O FET HSS 8 & 9) A& C & HSS(Grade 8&9) Maths Commerce Soyisile Primary School Mr. V. Sikutshwa 11058633 PL 2 Intermediate Phase Usasazo High School Mrs. N. Mangesi 53506731 PL 1 Business Studies Vuselela Primary School Mr. M. M Kula 53622208 PL 1 Maths Grade 5 (IP) Zandvliet HS. Mr L Hendricks 50444841 PL2 Life Sciences Luleka Primary School Ms. F. Nelani Mr. FW Nofemela 13361759 51979063 PL 1 PL 1 Intersen Natural Science (Gr. 5& 6), Maths (Gr. 5) Life Science (Gr. 5& 6)
Siphamandla Secondary Mr. T. Mkiva 53764463 PL 1 Sivile Primary School Mr M Xakata 53275179 PL 2 HOD – Intersen Sizimisele High School Mrs. A. Motsienyana Ms. V.M Mthingeni Mrs. N. Gwalisa Mrs. S.V. Bonani Mr. S. Buti Mr. S. Mseleni Mr. T. Buso Mr. Z. Mengu 54952573 53595671 69092800 53225813 53606230 53494199 53826311 53508041 PL 1 PL 1 PL 1 PL 1 PL 1 PL 1 PL 2 PL 2 Maths Literacy (Grade 12) Life Science (Grade 11) IsiXhosa And L/O (GET) L/O FET HSS (Grade 8 & 9) A& C & 8&9) Maths Commerce Soyisile Primary School Mr. V. Sikutshwa 11058633 PL 2 Intermediate Phase Usasazo High School Mrs. N. Mangesi 53506731 PL 1 Business Studies Vuselela Primary School Mr. M. M Kula 53622208 PL 1 Maths Grade 5 (IP) Zandvliet HS. Mr L Hendricks 50444841 PL2 Life Sciences Luleka Primary School Ms. F. Nelani Mr. FW Nofemela 13361759 51979063 PL 1 PL 1 Intersen Natural Science (Gr. 5& 6), Maths (Gr. 5) Life Science (Gr. 5& 6)
Learn how to survive as a herbivore, carnivore, or omnivore in our own unique Hunger Games Trail Challenge! Kindergarten-2nd Grade What’s the Weather? K.E.1.1 K.E.1.2 How can human beings adjust and adapt to daily and seasonally changing weather conditions? Students will explore daily weather conditions by making observations and utilizing their 5 senses. Roll with It! K.P.1.1. K.P.1.2 What can be done to an object to change how it moves and responds to external forces? Students will discover the position of an object by discovering whether it’s behind, between, under or above. Students discover that things move in different ways; zigzag, straight, fast or slow. Circles of Life K.L.1.1 K. L.1.2 Are alive? Are plants alive? Are animals alive? How do we know? Students will compare types of the same animal and look at differences while exploring the characteristics of life. Down and Dirty! 1.E.2.1 1.E.2.2
Why does the weather change so often? What causes daily and seasonal changes? Students will predict upcoming weather events from weather data collected through observation and measurements. The Doesn’t Fall far From Newton’s Tree. 5.P.1.1 5.P.1.2 5.P.1.3 5.P.1.4 What can be done to an object to change how it moves and responds to external forces? Students will learn about forces and motion and how factors such as friction, gravity and change in mass affect the motion of objects. Students will also estimate motion using graphs to represent change over time. Oh The Places We Will Go! 5.L.2.1 5.L.2.2 5.L.2.3 What are ecosystems? Where is each ecosystem located? How are ecosystems interconnected with plants and animals? Students will classify organisms within ecosystems such as producers, consumers, and decomposers. All while
British Embassy Beirut – Useful contact Numbers Key Embassy Numbers Name Mobile Landline Paul Khawaja +9613240013 Richard Rose +96179307875 Diala Michlawi +9613650242 Yasmine El Hajj +9613760674 British Embassy/ Emergency +9613240014 Beirut Emergency Numbers Name Mobile Landline Police 112 Ambulance 140 Fire 175
V. Sample Activities and Apps for the 4Cs Activities Introduction Curriculum Upgrade Communication Self-introduction; K-W-H-L; URL sharing; brainstorming TodaysMeet Pre-test of knowledge in multiple choices or short answers Socrative Connect learners with what they know using myth or fact questions Poll Everywhere Scavenger hunt or warm-up activities to find websites or text hints related to class topics QR Code Collaboration Brainstorm in small groups to brainstorm about project ideas Padlet Summarize small group discussions Edmodo Present ideas in or project outline concept maps CoggleIt Work on a lesson plan or a project in real-time or asynchronously Google Critical Thinking . Role play with peer comments; book reports VoiceThread Group project-based learning, student portfolio Google Sites or Google Drive Brainstorm on ideas and look up references at the same time Wikibrains Slide presentation with audio Educreations Creativity Create a poster to summarize main concepts Skitch or Pic Collage Create beautiful presentations with stock photos Haiku Deck Movie trailer to introduce a concept, a book, etc. Vimeo or iMovie Create your own book and receive comments and ratings UDS Book Builder
Twitter, or any devices with a Web browser. You may provide a unique URL for each poll. What do you mainly use a tablet for? (multiple choices) What are your favorite tablet activities? question) Website Knowledge Pre-test: Use the website or Teacher Socrative app to create a list of questions with multiple choices, or short answers. Example: Join room number 55403 using a Socrative Student app or a web browser to respond to the questions Teacher/student app or Website Collective wisdom: Sharing knowledge in a topic by posting a sticky note, inserting a photo, URL, or a document. Example: Future of instructional design, Website Language News or Word Art: Graphic presentation of words to highlight key vocabulary in a piece of news or create a graphic of words for presentation. Example: 108 ways of using Word Clouds, Website Scavenger Hunt: Prepare a list of questions for groups of students to look for answers. Example: Answer myth and fact questions or historical events, systems, cultural assumptions, etc. QR Code Generation: or Apps VIII. Collaboration Activities Collaboration Activities Apps or Website Collaborative Concept Mapping: Collaborate with a peer to produce story outline with a partner. Teachers develop and offer a template for learners to copy to their own board for modification. Example: Three-act story template, Website
Polly Rimer Duke, “The Ultimate Challenge,” My First Year as a Teacher. Wednesday November 21 Thanksgiving Break – No Class Friday November 23 Thanksgiving – No Class Monday November 26 Lona Manning, “Nightmare at the Day Care: The Wee Care Case” Brad Wilcox, “Welcome to the Sixth Grade,” My First Year as a Teacher. Wednesday November 28 Ian Quillen, “Can Technology Replace Teachers”? David Gould, “You Can’t,” My First Year as a Teacher. Friday November 30 Jane L. David, “Research Says . . . / High – Stakes Testing Narrows the Curriculum” Albert S. Thompson, “On Teaching: A Letter to Duke,” My First Year as a Teacher.
330 Methods and Materials in the Middle and Secondary School Fall 2017 Instructor: Steve Herr Phone: or 731-431-1659 Email: or Office Hours: M/W 1 - 3 pm T 8:45 – 9:30, 10:45 - 12:00 pm Office: 280 June Buchanan Alumni Center (JBAC) Website: ydpsteveherr.us Kentucky Teacher Standards Standards Addressed ALC Student Outcomes Student Outcomes Addressed Demonstrates Applied Content Knowledge X Liberal Arts Knowledge X Designs and Plans Instruction X Communication X Creates and Maintains Learning Environment X Critical Thinking X Implements and Manages Instruction X Integration of Knowledge X Assesses and Communicates Learning Results X Personal Attributes X Technology X Moral / Ethical Standards X Evaluates Teaching and Learning X Leaders / Mission X Collaboration X Work Ethic X Professional Development X Function in Workplace X Leadership X Diversity / Global Perspective X Dispositions Objectives Addressing Dispositions Character 1, 3,4,5,6,7,8 and 10 Capability 1, 5 and 10 Service 6, 7, 8 and 10 Diversity 1, 3, 4, 5, 6, 7, 8, 9 and 10
CWEMLO Student Learning Outcome / Objective (Students will demonstrate the ability to +[Bloom’s action verb]+ [something] Courses in which students receive feedback on this learning objective. Measure (Method to gauge achievement of expected results. A measure can relate to multiple outcomes) Target (Overall for satisfactory performance on a Measure- Outcome/Objective combination.) Timeline (How often will measure/data be collected?) Finding (Assessment results) 4.1 Understanding foundational content, practices and philosophical and ethical assumptions of one’s specialized area of study. Use a theoretical framework to articulate their philosophy of Edcation Understand foundational content, practices and philosophical and ethical assumptions of one’s specialized area of study. Explain and/or apply core information, concepts and principles in the academic content area(s). All EDUC majors: EDUC 201,203, 205, 226, 302, 304, 308, 312, 330/331, 342, 347, 407, 420, 434 EDSP 207, 307 PDE 430 Specific to PreK4 – 301, 303, 414, 415 Specific to EDSP – EDSP 397, 398, 399, 414, 415 Specific to 4-8 – EDUC 305, 331, 346, TEP 433 Praxis II/PECT scores PECT for EDSP PECT for PreK-4 Praxis II for 4-8 PDE 430 form and (work Messiah College Student Teaching Final Evaluation Form (work study) EDUC 420 Philosophy paper Praxis II/PECT: 98% pass rate PDE 430 teaching form: 90% of students will have an 8 or higher; Content knowledge; professionalism MC teaching form: 90% of students will have no more than 2 Basic ratings on the MC final evaluation form; Content knowledge; professionalism EDUC 420: 90% of students will 3 or higher on the content section of the rubric Annually PDE: student, every semester starting Year 1 MC form - Every student, every semester starting Year 1 Every Year 3, starting in 2012-13 (Next 2014-15) (Next 2016-17)
4.4 Gaining an awareness of options for employment, voluntary service, and/or graduate education in one’s specialized area of study in the context of reflection on one’s sense of vocation. Gaining an awareness of options for employment, voluntary service, and/or graduate education in one’s specialized area of study in the context of reflection on one’s sense of vocation. Identify personal options for employment, voluntary service, and/or graduate education in the field of education based on knowledge of the field and one’s own strengths and interests. EDSP 207 TEP 312 TEP 314 TEP 316 TEP 318 EDUC 420 Reflection Paper EDSP 207 ICI from TEP 312/314 (Jr. field exp) ICI Pre and Post Reflections Presentation Portfolio EDUC 420 EDSP 207 paper: 90% of students will achieve a 2 or higher. ICI Pre and Post reflection target is 90% of students will score a 3 or higher on the rubric 90% of students will score 45 or higher on the rubric 207 Year 1 ICI: Year 3 EDUC 420 portfolio year 4
Web Links to ARNG Education Programs & Services GI BILL RESOURCES: Veterans Administration Apprenticeship TUITION ASSISTANCE: for Federal TA Benefits TESTING: DANTES CLEP Exams Study Materials Credentialing Opportunities MILITARY TRANSCRIPTS: JST: Joint Services Transcript VMET: Officer Credits Army Training Requirement and Resources Order DD 214 Promotion Point Certification CGSC: Command and General College CAREER GUIDANCE/PLANNING: Army e-Learning: Peterson’s DOD MWR Libraries Education Lifelong Learning Center: Military OneSource: Free Tutoring: Kuder College & Career Planning Counseling Services: For More Information: Visit us On-Line: Contact your State Education Office: Available at Follow us on Facebook!
Method – calculating the coefficient: Create a table from your data. Rank the two data sets. Ranking is achieved by giving the ranking '1' to the biggest value in a column, '2' to the second biggest value and so on. The smallest value in the column will get the lowest ranking. This should be done for both sets of measurements. Tied scores are given the mean (average) rank. Find the difference in the ranks (d): This is the difference between the ranks of the two values on each row of the table. The rank of the second value is subtracted from the rank of the first (distance). Square the differences (d²) to remove negative values and then sum them (d²). Distance (m) Rank Length of x-axis (cm) Rank Difference (d) Difference squared (d2) 0 12 13 12 0 0 5 11 14 11 0 0 10 10 22 9 –1 1 15 9 26 8 –1 1 20 8 19 10 2 4 25 7 27 7 0 0 30 6 42 5 –1 1 35 5 34 6 1 1 40 4 60 4 0 0 45 3 73 2 –1 1 50 2 71 3 1 1 55 1 78 1 0 0 ∑ d2 = 10 Calculate the coefficient (R) using the formula below. The answer will always be between 1.0 (a perfect positive correlation) and –1.0 (a perfect negative correlation). When written in mathematical notation, the Spearman Rank formula looks like this: Now put all these values into the formula.
Life stages menu planning challenge LO2 understand menu planning Nutrition and life stages (year 9 lesson but also relevant for GCSE) – This lesson is about students explaining the nutritional needs at different life stages, as well as planning a two course meal for a specific life stage. Nutrition and life stages presentation Life stages menu planning challenge Factors affecting food choice – presentation Meat and the consumer – presentation Meat and the consumer – worksheet Meat and the consumer – answer sheet Considerations for cooking savoury meals – poster Factors affecting food choice – presentation Meat and the consumer – presentation Meat and the consumer – worksheet Meat and the consumer – answer sheet Considerations for cooking savoury meals – poster Recipe development presentation
Institution #1 Institution #2 Institution #3 Military Recommended Credits No. of Credits Required No. of Credits Required No. of Credits Required General Ed. Credits English/Communications Humanities Social Sciences/History Mathematics Natural Science Major Requirements and Electives Free Electives TOTALS
APPENDIX A: Career Goal and Degree Program Worksheet APPENDIX B: Institution Selection Matrix Priority 1-5 Institution Name & Website Key Dates and Deadlines Institution Name & Website Key Dates and Deadlines Institution Name & Website Key Dates and Deadlines Will this institution meet your education needs as aligned with your career goal? Career Goal Management in Finance Personal Factors & Requirements Location Course Delivery (classroom, online, hybrid, guided independent study) Classroom, Hybrid Family/Other Considerations Full time/Part time attendance
APPENDIX C: Degree Comparison Worksheet Institution #1 Institution #2 Institution #3 Military Recommended Credits No. of Credits Required No. of Credits Required No. of Credits Required General Ed. Credits English/Communications Humanities Social Sciences/History Mathematics Natural Science Major Requirements and Electives Free Electives TOTALS
Example Null Students in this course, EDUR 8131, will have an age the same as the age at GSU of 24.5. Symbolic null Ho: µ = 24.5 Written null There will be no difference in age between students in this course and the mean age of all students at GSU (µ = 24.5, σ = 9.8). Alternative, Non-directional Symbolic Ha: µ ≠ “some value” (e.g., Ha: µ ≠ 16 oz) Written There will be a difference between the sample mean and “some value” Example Non-directional Symbolic null Ha: µ ≠ 24.5 Written null There will be a difference in age between students in this course and the mean age of all students at GSU (µ = 24.5, σ = 9.8). b. Formula (one sample z-test) Note, do not confuse the above with a Z score Example from this course: Reported ages Student Age 1 41 2 43 3 52
coincidence or random error. In short, this test informs us whether our regression model as a whole is predicting more variance in the DV than would be expected by chance. (b) Regression Coefficients SPSS Results Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) -.309 3.109 -.099 .922 temperature .212 .039 .835 5.475 .000 a. Dependent Variable: chirps_per_min Tested with just like with a t-test. Same decision rule with p-values and (α) applies: If p ≤ α reject Ho; if p > α fail to reject Ho. Ho: β0 = 0.00 Since p > .05 (p = .922 and .922 is greater than .05) fail to reject Ho and conclude that the intercept does not differ from 0.00. Ho: β1 = 0.00 Since p < .05 (p = .000 and is less than .05) we reject Ho and conclude that temp and chirps are related positively 1.7 APA Presentation with Cricket Data