Experiences with EMBED by Wiebe Dijkstra from TU Delft during the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
[Appendix 1] rpms tool for t i iii sy 2020-2021 in the time of covid-19JulieBethReyno1
This document outlines the position and competency profile for teachers in the Philippines during the COVID-19 pandemic for the 2020-2021 school year. It details the qualification standards, duties and responsibilities, and key result areas (KRAs) that teachers are assessed on. The KRAs include content knowledge and pedagogy, diversity of learners and assessment/reporting. Specific performance indicators within each KRA describe how teachers can demonstrate applying knowledge, facilitating learning with technology, developing higher-order thinking skills, responding to learner diversity, and addressing needs of learners in difficult circumstances. Teachers' performance is evaluated based on classroom observations, lesson plans, and other teaching materials they provide as evidence.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
The document discusses requirements for providing special needs education. It states that special needs learners have educational needs that cannot be met through regular instruction and require reasonable accommodations. Top management must ensure resources and training to support accessibility and accommodations for special needs learners. Educators must receive specialized training to meet the needs of learners with different requirements through techniques like differentiated instruction, scaffolding, and access to specialists. Schools should also show flexibility in instructional approaches and assessments, employ individualized measures, and balance learner needs with curriculum and environment requirements to facilitate optimal learning for all.
This document outlines the curriculum development system (CDS) process. It defines curriculum and discusses the macro and micro levels. A CDS is described as a customized, coherent program to continually improve curriculum and instruction. It discusses the parts (learning content, experiences, outcomes), whole (curriculum), and function (learning outcomes) of curriculum as a system. The stages of the CDS process are conceptualizing, contextualizing, operationalizing, and institutionalizing phases. The goal is to develop a unified, continuous, accountable, and high-quality curriculum through a collaborative team effort.
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
[Appendix 1] rpms tool for t i iii sy 2020-2021 in the time of covid-19JulieBethReyno1
This document outlines the position and competency profile for teachers in the Philippines during the COVID-19 pandemic for the 2020-2021 school year. It details the qualification standards, duties and responsibilities, and key result areas (KRAs) that teachers are assessed on. The KRAs include content knowledge and pedagogy, diversity of learners and assessment/reporting. Specific performance indicators within each KRA describe how teachers can demonstrate applying knowledge, facilitating learning with technology, developing higher-order thinking skills, responding to learner diversity, and addressing needs of learners in difficult circumstances. Teachers' performance is evaluated based on classroom observations, lesson plans, and other teaching materials they provide as evidence.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
The document discusses requirements for providing special needs education. It states that special needs learners have educational needs that cannot be met through regular instruction and require reasonable accommodations. Top management must ensure resources and training to support accessibility and accommodations for special needs learners. Educators must receive specialized training to meet the needs of learners with different requirements through techniques like differentiated instruction, scaffolding, and access to specialists. Schools should also show flexibility in instructional approaches and assessments, employ individualized measures, and balance learner needs with curriculum and environment requirements to facilitate optimal learning for all.
This document outlines the curriculum development system (CDS) process. It defines curriculum and discusses the macro and micro levels. A CDS is described as a customized, coherent program to continually improve curriculum and instruction. It discusses the parts (learning content, experiences, outcomes), whole (curriculum), and function (learning outcomes) of curriculum as a system. The stages of the CDS process are conceptualizing, contextualizing, operationalizing, and institutionalizing phases. The goal is to develop a unified, continuous, accountable, and high-quality curriculum through a collaborative team effort.
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like students not completing developmental sequences and recommends accelerating students through reducing time, credits, and courses. The recommendations include curriculum redesign using reverse design principles, guided pathways like Corequisite Remediation and Math Achievement Tracks, increased use of multiple measures for placement, enhanced student support, faculty professional development, and regular assessment of student outcomes. Colleges are asked to develop implementation plans addressing curricular changes, staffing, resources, training, partnerships, and evaluation. The goal is to improve developmental education and increase student completion rates.
The document discusses an engineering program's accreditation process with the Engineering Accreditation Council (EAC) in Malaysia. It provides an overview of EAC and its role in accrediting engineering degrees using an outcome-based education (OBE) approach. The engineering program at the Faculty of Engineering will undergo assessment by EAC in July 2009 to maintain its accreditation status.
The document provides guidance on designing learning programs for vocational education qualifications. It discusses key considerations like mapping the program to national training package standards, analyzing units of competency, identifying learning resources and assessment methods, and structuring the program. The learning program should outline content, delivery approach, assessment requirements, and be tailored to learner needs and characteristics. An effective program is reviewed and evaluated for continuous improvement.
This document provides instructions for participants to design learning programs that meet client needs. To demonstrate competence, participants must design a range of learning programs that establish the learning context, identify learner and client needs, and are structured and sequenced to maximize learning. The programs must be logical, engaging, identify delivery methods that enhance flexibility, and identify required resources. Participants must use the provided templates and examples to design programs that map to competency standards and address all content and specifications. The designed learning programs should provide enough detailed information that any trainer could develop an appropriate delivery plan from the information provided.
This document highlights the background, progress of PEER Institutionalization, and good practices in Nepal as discussed in the first PEER-PAC meeting.
Guidelines on promotion on administrative positionJake Pocz
The document provides guidelines for the appointment and promotion of administrative positions in the Philippines' Department of Education. It outlines the legal basis, leadership framework, and revised guidelines for selecting, promoting, and designating school heads. A new requirement is introduced that applicants for principal positions must pass a qualifying test evaluating their leadership competencies. The guidelines also establish a scoring system that assigns points based on performance ratings, experience, accomplishments, education/training, potential, and personality traits to determine candidates' rankings for head teacher and principal positions.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
The document summarizes proceedings from a monitoring and evaluation learning forum for IFAD projects in Nigeria. Participants shared challenges and experiences. Key outcomes included developing a framework to monitor annual workplans and budgets, and defining options for sustainable capacity building, including recommendations for harmonized country-level M&E support.
This document discusses implementing a value-added model (VAM) for teacher evaluations. It begins with defining value-added as the growth in student learning over time based on a teacher's instruction. The new evaluation system will add components like culturally relevant pedagogy, leadership activities, student and teacher reflections, and student work portfolios. Teachers will be trained on the new domains of planning, classroom environment, instruction, and professional responsibilities over two semesters. Following state tests, teachers will provide feedback on the pilot program. The next year, evaluations will begin on planning and classroom environment. Circles maps and tuning protocols are used to stimulate dialogue and scaffold teacher understanding of value-added evaluations.
Training packages provide guidance for trainers but do not prescribe how training should be delivered. A learning program is developed by trainers to meet learners' needs and circumstances. It identifies the purpose, target group, outcomes, learning activities, resources, and includes a plan for achieving objectives. Learning programs consider factors such as learners' characteristics, skills, environment, and costs of delivery.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
This document discusses challenges in integrating ethics curriculum and transversal skills training in technical and vocational education and training (TVET) programs in Fiji. It analyzes current approaches to teaching and assessing ethics education in TVET. It identifies recommended pedagogies like work-based learning and assessments like portfolios. Challenges include increased costs, adapting to new learning environments, and ensuring fairness of assessments. The study concludes transversal skills must be developed alongside technical skills to prepare well-rounded graduates, and calls for further research on partnerships between education institutions and industries.
This document discusses technical, industrial, vocational education and training (TIVET) in Kenya. It examines the objectives and challenges of TIVET, which include relevance, accessibility, coordination, personnel, and outdated tools/equipment. A comprehensive training needs analysis could help address some challenges by identifying stakeholder needs, training areas, and objectives to design a more responsive curriculum. However, other issues require a multi-level approach involving various stakeholders to fully support TIVET's role in Kenya's development goals.
The Teaching in Medical Education (TiME) Faculty Fellows Program aims to enhance faculty expertise in teaching and learning in medicine. The program fosters the development of academic leaders and promotes scholarship in medical education through its certificate courses. Eligible full-time VCU School of Medicine faculty can take up to two courses per semester to earn the certificate. Courses cover topics like instructional strategies, curriculum design, and the scholarship of teaching and learning. Interested faculty submit a letter of interest and support letter to apply.
This document provides information about a 3-day warehousing operations management training course taking place in Lagos, Nigeria from May 12-14, 2014. The training will provide participants hands-on skills to effectively plan, organize, control and deliver warehouse operations economically while boosting performance. Participants will learn about warehouse strategy, functions, technology, costs, performance indicators and more. The course is designed for warehouse managers, supply chain professionals and others involved in warehouse operations. Participants will receive a certificate and can request a detailed report on their strengths and areas for improvement. The training is provided by Petronomics, an energy industry training and consulting firm.
Flexible Curricula Viewpoints cards - External engagement and partnershipsbalham
The document discusses good practices for external engagement and partnerships in curriculum design and delivery. It suggests that programmes should engage employers in shaping curriculum to meet employer and learner needs through activities like having employers serve on design teams and as mentors. It also recommends aligning curriculum with employer strategic goals, learner personal needs, and key sector skills as defined by employer bodies. Finally, it states curriculum should be updated to maintain relevance by aligning with changing professional, national and international standards.
The document discusses the design of Connecticut's Quality Review system which was created to provide schools with targeted feedback to inform problem-solving. A pilot was conducted with 4 elementary schools to test the standards, tools, and review process. The goals of the pilot were to improve the system based on feedback, increase support among stakeholders, and build reviewer capacity. Key elements included establishing standards, indicators, a multi-day review process, and training state and district reviewers.
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
The document discusses the EMBED framework for assessing the level of embeddedness of blended learning at higher education institutions. It provides descriptions of three levels - ad hoc, consolidated, and strategic - for 12 dimensions of embeddedness. These dimensions include institutional strategy, support, sharing of best practices, professional development, quality assurance, governance, finances, and facilities. The document encourages using the framework to discuss the current maturity level of an institution, how it may need to change due to COVID-19, and formulating action points for improvement.
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like students not completing developmental sequences and recommends accelerating students through reducing time, credits, and courses. The recommendations include curriculum redesign using reverse design principles, guided pathways like Corequisite Remediation and Math Achievement Tracks, increased use of multiple measures for placement, enhanced student support, faculty professional development, and regular assessment of student outcomes. Colleges are asked to develop implementation plans addressing curricular changes, staffing, resources, training, partnerships, and evaluation. The goal is to improve developmental education and increase student completion rates.
The document discusses an engineering program's accreditation process with the Engineering Accreditation Council (EAC) in Malaysia. It provides an overview of EAC and its role in accrediting engineering degrees using an outcome-based education (OBE) approach. The engineering program at the Faculty of Engineering will undergo assessment by EAC in July 2009 to maintain its accreditation status.
The document provides guidance on designing learning programs for vocational education qualifications. It discusses key considerations like mapping the program to national training package standards, analyzing units of competency, identifying learning resources and assessment methods, and structuring the program. The learning program should outline content, delivery approach, assessment requirements, and be tailored to learner needs and characteristics. An effective program is reviewed and evaluated for continuous improvement.
This document provides instructions for participants to design learning programs that meet client needs. To demonstrate competence, participants must design a range of learning programs that establish the learning context, identify learner and client needs, and are structured and sequenced to maximize learning. The programs must be logical, engaging, identify delivery methods that enhance flexibility, and identify required resources. Participants must use the provided templates and examples to design programs that map to competency standards and address all content and specifications. The designed learning programs should provide enough detailed information that any trainer could develop an appropriate delivery plan from the information provided.
This document highlights the background, progress of PEER Institutionalization, and good practices in Nepal as discussed in the first PEER-PAC meeting.
Guidelines on promotion on administrative positionJake Pocz
The document provides guidelines for the appointment and promotion of administrative positions in the Philippines' Department of Education. It outlines the legal basis, leadership framework, and revised guidelines for selecting, promoting, and designating school heads. A new requirement is introduced that applicants for principal positions must pass a qualifying test evaluating their leadership competencies. The guidelines also establish a scoring system that assigns points based on performance ratings, experience, accomplishments, education/training, potential, and personality traits to determine candidates' rankings for head teacher and principal positions.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
The document summarizes proceedings from a monitoring and evaluation learning forum for IFAD projects in Nigeria. Participants shared challenges and experiences. Key outcomes included developing a framework to monitor annual workplans and budgets, and defining options for sustainable capacity building, including recommendations for harmonized country-level M&E support.
This document discusses implementing a value-added model (VAM) for teacher evaluations. It begins with defining value-added as the growth in student learning over time based on a teacher's instruction. The new evaluation system will add components like culturally relevant pedagogy, leadership activities, student and teacher reflections, and student work portfolios. Teachers will be trained on the new domains of planning, classroom environment, instruction, and professional responsibilities over two semesters. Following state tests, teachers will provide feedback on the pilot program. The next year, evaluations will begin on planning and classroom environment. Circles maps and tuning protocols are used to stimulate dialogue and scaffold teacher understanding of value-added evaluations.
Training packages provide guidance for trainers but do not prescribe how training should be delivered. A learning program is developed by trainers to meet learners' needs and circumstances. It identifies the purpose, target group, outcomes, learning activities, resources, and includes a plan for achieving objectives. Learning programs consider factors such as learners' characteristics, skills, environment, and costs of delivery.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
This document discusses challenges in integrating ethics curriculum and transversal skills training in technical and vocational education and training (TVET) programs in Fiji. It analyzes current approaches to teaching and assessing ethics education in TVET. It identifies recommended pedagogies like work-based learning and assessments like portfolios. Challenges include increased costs, adapting to new learning environments, and ensuring fairness of assessments. The study concludes transversal skills must be developed alongside technical skills to prepare well-rounded graduates, and calls for further research on partnerships between education institutions and industries.
This document discusses technical, industrial, vocational education and training (TIVET) in Kenya. It examines the objectives and challenges of TIVET, which include relevance, accessibility, coordination, personnel, and outdated tools/equipment. A comprehensive training needs analysis could help address some challenges by identifying stakeholder needs, training areas, and objectives to design a more responsive curriculum. However, other issues require a multi-level approach involving various stakeholders to fully support TIVET's role in Kenya's development goals.
The Teaching in Medical Education (TiME) Faculty Fellows Program aims to enhance faculty expertise in teaching and learning in medicine. The program fosters the development of academic leaders and promotes scholarship in medical education through its certificate courses. Eligible full-time VCU School of Medicine faculty can take up to two courses per semester to earn the certificate. Courses cover topics like instructional strategies, curriculum design, and the scholarship of teaching and learning. Interested faculty submit a letter of interest and support letter to apply.
This document provides information about a 3-day warehousing operations management training course taking place in Lagos, Nigeria from May 12-14, 2014. The training will provide participants hands-on skills to effectively plan, organize, control and deliver warehouse operations economically while boosting performance. Participants will learn about warehouse strategy, functions, technology, costs, performance indicators and more. The course is designed for warehouse managers, supply chain professionals and others involved in warehouse operations. Participants will receive a certificate and can request a detailed report on their strengths and areas for improvement. The training is provided by Petronomics, an energy industry training and consulting firm.
Flexible Curricula Viewpoints cards - External engagement and partnershipsbalham
The document discusses good practices for external engagement and partnerships in curriculum design and delivery. It suggests that programmes should engage employers in shaping curriculum to meet employer and learner needs through activities like having employers serve on design teams and as mentors. It also recommends aligning curriculum with employer strategic goals, learner personal needs, and key sector skills as defined by employer bodies. Finally, it states curriculum should be updated to maintain relevance by aligning with changing professional, national and international standards.
The document discusses the design of Connecticut's Quality Review system which was created to provide schools with targeted feedback to inform problem-solving. A pilot was conducted with 4 elementary schools to test the standards, tools, and review process. The goals of the pilot were to improve the system based on feedback, increase support among stakeholders, and build reviewer capacity. Key elements included establishing standards, indicators, a multi-day review process, and training state and district reviewers.
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
The document discusses the EMBED framework for assessing the level of embeddedness of blended learning at higher education institutions. It provides descriptions of three levels - ad hoc, consolidated, and strategic - for 12 dimensions of embeddedness. These dimensions include institutional strategy, support, sharing of best practices, professional development, quality assurance, governance, finances, and facilities. The document encourages using the framework to discuss the current maturity level of an institution, how it may need to change due to COVID-19, and formulating action points for improvement.
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
The document outlines plans for developing a strategic plan for Canton Public Schools to guide priorities and goals over the next several years. It recommends that the strategic plan should command respect from the school community, articulate 2-4 priority goals, and provide strategies and indicators for improving performance in the goal areas. It also discusses establishing research groups to examine how the school's curriculum, teaching practices, assessment systems, and other areas align with the strategic goals. The planning process is aimed at focusing efforts, integrating systems, and establishing coherence across the school.
Comprehensive School-Level 3-Day Professional Development PlanDi.docxmccormicknadine86
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
This document outlines an individual performance commitment and review form (IPCRF) development plan for a teacher. The plan identifies strengths and areas for development based on objectives from the Philippine Professional Standards for Teachers. Functional competencies include applying a range of teaching strategies, devising engaging learning activities, and setting professional goals. Core behavioral competencies include teamwork, innovation, and active participation in conferences. The action plan proposes strategies like applying new student activities, attending virtual seminars, and facilitating meetings. A timeline, needed resources, and responsible parties are identified. Feedback will be provided by a rater and approving authority through phases of planning, monitoring, and reviewing performance.
The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
This document outlines standards for distance education and learning (DEAL) courses. It discusses standards in several areas, including that presenters and sponsoring organizations should be credible sources of information and disclose conflicts of interest. Course overviews should provide information on content, structure, objectives and requirements. Competencies and objectives should be clearly communicated and aligned with learners' needs. Instruction should be accurate, up-to-date and support achieving objectives through interactive activities. Assessments should measure achieving objectives and collect learner feedback. The user experience should have a consistent design and easy navigation, while technologies should support content and engagement. Courses should accommodate diverse learners and accessibility needs.
Pilot-tesing, Monitoring and Evaluating the Implementation of CurriculumVirginia Sevilla
This is the continuation of Curriculum Development Lesson 3 Module III which is "Pilot-tesing, Monitoring and Evaluating the Implementation of Curriculum"
The european maturity model for blended learning by wiebe dijkstraEADTU
1) The document discusses the development of a European maturity model for blended education. It aims to provide a reference model for developing and implementing blended learning at the course, program, and institutional levels.
2) The maturity model will assess blended learning in terms of course design, organizational support, leadership, policies, and strategies to promote continuous innovation.
3) An international partnership of universities will collaborate on conceptualizing the model, designing monitoring instruments, and assessing institutional blended learning maturity.
This document presents a European maturity model for blended learning. It defines key terms related to blended learning such as blended learning, blended teaching, and blended education. It describes blended learning at the micro (course/program), meso (institute), and macro (government/society) levels. The conceptual framework includes dimensions for evaluating blended learning courses, such as course design process, flexibility, and interaction. The goal is to help institutions and educators improve blended learning practices through a structured approach.
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
5. [
5CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No uniform
blended learning
strategy is in
place.
A dedicated blended
learning strategy is
consolidated within the
institution. University
administrators recognize
and advocate the
importance of blended
learning, teaching and
education.
Blended learning is an integral part
of the institutional strategy. The
strategy is embedded in the whole
institution (throughout faculties and
departments), well documented,
and evaluated and adjusted on a
regular basis. University
administrators and departments
recognize and advocate for the
importance of blended learning,
teaching and education.
The extent to which blended learning, teaching and education are
embedded in the vision, educational model and goals of an institution.
Level 3
Strategic
Blended learning is an integral part
of the institutional strategy. The
strategy is embedded in the whole
institution (throughout faculties and
departments), well documented,
and evaluated and adjusted on a
regular basis. University
administrators and departments
recognize and advocate for the
importance of blended learning,
teaching and education.
✓
6. [
6CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited support
for blended
learning and
teaching
aimed at
individual
teaching staff
and students
Dedicated support for
blended learning and
teaching is available
for all teachers,
students and
departments.
Support for blended learning
and teaching is part of the
standard support services of the
institution. Continuous quality
improvement is deliberately
embedded in order to improve
the support for blended
learning.
The manner in which an institution supports teachers and students’
blended learning activities
Level 2
Consolidated
Dedicated support for
blended learning and
teaching is available
for all teachers,
students and
departments.
✓
7. [
7CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Individual
teachers or
departments
share
‘blended’ best
practices with
colleagues.
Communities for
sharing ‘blended’ best
practices are
facilitated. Processes
and/or platforms are
in place for sharing
good practices
and/or materials.
Communities for sharing
‘blended’ best practices are
facilitated, actively built and
maintained. Processes and
platforms are in place for
sharing good practices and
materials. Processes are in place
for quality assurance of the
shared materials.
The degree to which an institution facilitates communities for
sharing blended practices, materials and courses.
Level 2
Consolidated
Communities for
sharing ‘blended’ best
practices are
facilitated. Processes
and/or platforms are
in place for sharing
good practices
and/or materials.
✓
8. [
8CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
A few different
workshops or
courses related
to blended
learning and
teaching are
offered.
Solid efforts to organise
workshops and/or
courses related to
blended learning and
teaching are offered for
the teaching staff. The
blended teaching
activities of staff are
incidentally recognized.
All teaching staff is trained in
blended learning and teaching. The
institution offers a well aligned
portfolio of workshops and/or
courses (related to blended learning
and teaching) for the continuous
professional development of their
staff. The blended teaching activities
of staff are recognized and valued
by the institution.
The extent to which teaching staff are able to develop their
blended teaching skills.
Level 2
Consolidated
Solid efforts to organise
workshops and/or
courses related to
blended learning and
teaching are offered for
the teaching staff. The
blended teaching
activities of staff are
incidentally recognized.
✓
9. [
9CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No deliberate
quality assurance
for blended
courses,
programs,
strategy and
policies.
Special processes for
evaluation of blended
courses, programs,
strategy and policies are
developed and
implemented. Some
research is conducted
on blended courses
and/or programs.
Quality assurance for blended
courses is part of the standard
quality assurance processes of the
institution. The evaluation and
improvement are based on clear
criteria and multiple data sources.
The institution has a research
agenda for researching its own
courses, programs and education.
The process where blended courses, programs, strategy, rules and
regulations are evaluated and revised on a regular basis
Level 1
Ad Hoc
No deliberate
quality assurance
for blended
courses,
programs,
strategy and
policies.
✓
10. [
10CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Some informal
policies, rules,
regulations, action
plans and guidelines
related to blended
learning are used in
the institution. The
institution does not
have standardized
models for blended
course and program
design.
Policies, rules, regulations,
action plans and guidelines
related to blended learning
are developed and
implemented in the
institution. Some key actors in
the institution are involved in
the process of developing
new and existing policies,
rules, regulations and action
plans. Models for blended
course and program design
are shared in the institution.
Policies, rules, regulations, action plans and
guidelines related to blended learning are
embedded in the standard governance
structure of the institution. The governance
of the institution is systematically reviewed
and adjusted. Key actors, at different levels
in the institution, are involved in the process
of reviewing, adjusting and developing
new and existing policies, rules, regulations
and action plans. Standardized models for
blended course and program development
are provided.
The way in which the vision and policies are translated to rules,
regulations and actions that facilitate blended education
Level 1
Ad Hoc
Some informal
policies, rules,
regulations, action
plans and guidelines
related to blended
learning are used in
the institution. The
institution does not
have standardized
models for blended
course and program
design.
✓
11. [
11CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No allocation of
financial
resources
specifically for
blended learning
purposes.
Financial resources are
incidentally allocated
(e.g. projects, pilots) to
develop, support,
stimulate and improve
blended learning and
teaching. The allocation
of the resources is
evaluated.
Financial resources are structurally
allocated to develop, support,
stimulate and improve blended
learning, teaching and blended
education. The allocation of the
resources is systematically evaluated
and adjusted, based on clear
criteria and qualitative and
quantitative data.
The extent to which financial resources are allocated to develop,
support, and stimulate blended learning
Level 2
Consolidated
Financial resources are
incidentally allocated
(e.g. projects, pilots) to
develop, support,
stimulate and improve
blended learning and
teaching. The allocation
of the resources is
evaluated.
✓
12. [
12CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited availability
of blended learning
and teaching
facilities.
A wide variety of facilities is
available. This includes both
digital (e.g. digital learning
environment, educational
tools) and physical (e.g.
video recording studios, the
availability of different
classroom set-ups) facilities.
A wide variety of facilities is available. This
includes both digital (e.g. digital learning
environment, educational tools) and
physical (e.g. the availability of different
classroom set-ups, video recording studios)
facilities. Teachers have influence on the
scheduling of the facilities. The
development of facilities is aligned with the
institutional strategy. The quality, quantity
and assortment of facilities is
systematically evaluated and adjusted,
based on clear criteria and multiple data
sources.
The extent to which institutions are equipped to facilitate blended
learning and teaching.
Level 3
Strategic
A wide variety of facilities is available. This
includes both digital (e.g. digital learning
environment, educational tools) and
physical (e.g. the availability of different
classroom set-ups, video recording studios)
facilities. Teachers have influence on the
scheduling of the facilities. The
development of facilities is aligned with the
institutional strategy. The quality, quantity
and assortment of facilities is
systematically evaluated and adjusted,
based on clear criteria and multiple data
sources.
✓