This document discusses teacher responsibilities and learner rights. It begins with quotes emphasizing the importance of continual progress and embracing individuality. The document then outlines professional teaching standards including advocating for learner needs, promoting each learner's potential, demonstrating respect for backgrounds and abilities, and collaborating with learners, families and colleagues. Resources on special education policies and ethics are also referenced.
Learner rights and teacher responsibilities presentationCarrieStermer
You have been asked by your principal to prepare a presentation for the new special education parents in your school on learner rights and teacher responsibilities related to special education.
Learning Barriers. A program to change teacher’s attitude towards inclusion
Olga Mayzel (Russia), Ana Lucía Novales (Guatemala), Carolina Ross (Chile).
web: http://nashideti.trizmoscow.org/
Learn how to develop your nurture group program theory and identify the mechanisms that create positive outcomes - discover the outcome and feedback measures already in place in your nurture group.
Learner rights and teacher responsibilities presentationCarrieStermer
You have been asked by your principal to prepare a presentation for the new special education parents in your school on learner rights and teacher responsibilities related to special education.
Learning Barriers. A program to change teacher’s attitude towards inclusion
Olga Mayzel (Russia), Ana Lucía Novales (Guatemala), Carolina Ross (Chile).
web: http://nashideti.trizmoscow.org/
Learn how to develop your nurture group program theory and identify the mechanisms that create positive outcomes - discover the outcome and feedback measures already in place in your nurture group.
Role of Teacher and Women's Action Group AseenaAjmal
Promoting equality and inclusions are generally seen to be part of the work of school and other educational bodies. the teacher has a very significant role in developing a positive attitude towards gender equality.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Role of Teacher and Women's Action Group AseenaAjmal
Promoting equality and inclusions are generally seen to be part of the work of school and other educational bodies. the teacher has a very significant role in developing a positive attitude towards gender equality.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Presentation: Passing the Principal TExES Exam: Ch. 5 Learner-Centered Values...William Kritsonis
Presentation: Passing the Principal TExES Exam: Ch. 5 Learner-Centered Values and Ethics in Leadership by Kristy Sims for Dr. Kritsonis' Graduate Class
This may help teacher to perform much more confidently in their teaching career. Teachers would be able to share the information freely with their peers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
3. We can only see a SHORT distance ahead,
but we can see
PLENTY
there that needs to be done.
Alan Turing – British Computer Scientist
Policies (Federal & State)
4. Maya Angelou – American Poet
If you are always trying to be normal,
you will never know how
AMAZING
you can be.
Expectations From Your School & Teachers
5. If you can't fly, then RUN.
If you can't run, then WALK.
If you can't walk, then CRAWL.
But whatever you do,
YOU HAVE TO KEEP MOVING.
Professional standards of practice. The following slides will include:
-Practices for advocating to meet the needs of all learners
-Practices to promote learners meeting their full potential
- Practices to demonstrate respect for learners as individuals with differing personal
and family backgrounds and various skills, abilities, and interests
- Practices to demonstrate collaboration with learners, families, and colleagues
7. Practices to demonstrate respect for
learners as individuals with differing
personal and family backgrounds and
various skills, abilities, and interests
10. Resources
CEC. 2018. Council for Exceptional Children. Retrieved December 22, 2018.
https://www.cec.sped.org/.
Individuals with Disabilities Educational Act (IDEA). N.d. Retrieved December 22, 2018.
https://sites.ed.gov/idea/.
SERGE. 2008 Council of Chief State School Officers. Retrieved December 22, 2018.
http://serge.ccsso.org/.
Editor's Notes
Specialized instruction usually pertains to students’ academic skills, but it also may address students’ communication skills, behavior challenges, social interaction skills, vocational or functional skills, or any other areas related to education affected by the disability.
Other related services are available to students with disabilities, including physical therapy, counseling, adapted physical education, and transportation to and from school in a specialized van or school bus. (2008, Council of Chief State School Officers)
Federal Laws IDEA Individuals with Disabilities Education Act (IDEA)
Free appropriate public education (FAPE). Students with disabilities are entitled to attend public schools and receive the educational services that have been designed specifically to address their special needs, possibly including specialized materials, settings, and technology. This education is provided at no cost to parents.
Individualized education. The instructional services and other assistance for a student with disabilities must be tailored to meet his assessed needs according to a prepared individualized education program (IEP) that is reviewed and updated annually. IEPs are written by a team of professionals and the student’s parents, and they are a sort of roadmap for educating the student. (IDEA, n.d)
State Laws
States must assess student math and reading achievement annually in grades 3–8 and at least once in grades 9–12. Science achievement must be assessed at least once in grades 3–5, 6–9, and 10–12. Eligible students must be provided with appropriate accommodations (including the use of technology). (2018, Council for Exceptional Children)
Meeting with special education teachers: You will meet frequently with special education teachers, both formally and informally. A special educator may contact you to see how a student is doing in your class, or you may contact a special educator to ask for new ideas for responding to a student’s behavior. You and the special educator may share responsibility for meeting with parents during open houses or parent conferences.
supplementary aids and services This is a broad array of supports that enable students with disabilities to participate in general education, extracurricular activities, and other school settings so that they can be educated with peers who do not have disabilities.
We want all of our students to excel. Here are standards and practices that will take place throughout the year as we interact with your children.
Co-teaching: Depending on local programs and services, co-teach with a special education teacher or related services professional such as a speech/language therapist. In co-teaching, teachers share teaching responsibilities, with both educators working with all students in the general education classroom.
Meeting on teams: Various school teams support inclusive practices. The grade-level or middle or high school department team likely will spend part of its time discussing students with disabilities and problem solving to address their needs. A teacher may be part of a team that tries to address student learning and behavior problems prior to any consideration of the need for special education. If a student in a class is being assessed to determine whether special education is needed, your child’s teacher will be part of that team.
Teachers work together to as one unit.
Working with paraprofessionals: If a class includes a student with a significant disability or several students who need support (but not co-teaching), a teacher may collaborate with a paraprofessional. The teachers will guide the work of that individual in the class to ensure that student support is appropriately provided, even while retaining primary teaching responsibility for all the students.
Collaboration is key. Teachers will meet on teams in order to discuss what’s best for our children.
Meeting on teams: Various school teams support inclusive practices. The grade-level or middle or high school department team likely will spend part of its time discussing students with disabilities and problem solving to address their needs. A teacher may be part of a team that tries to address student learning and behavior problems prior to any consideration of the need for special education. If a student in a class is being assessed to determine whether special education is needed, your child’s teacher will be part of that team. We will take into consideration of families, skills, interests etc.
We what you to be in the know!
Interacting with parents: Perhaps the most important part of collaborating on behalf of students with disabilities is working with parents. Teachers may communicate with parents through notes sent home and through e-mail; meet with them occasionally as they express concerns about their children; confer with them at formal team meetings; and work with them as they volunteer at school, help with field trips, and participate in other school activities and initiatives.
All teachers must be able to recognize a high-ability student who needs more depth and complexity in instruction or may need a referral for further assessment and services. Teachers in specialized programs for gifted learners or those who coordinate gifted and talented programs and services should be familiar with the theory, research, curriculum strategies, and educational practices necessary to develop and sustain high quality classroom-based opportunities for advanced student learning. (2018 CEC)