... Background Information Liz Mackowick began her teaching career in 2003 as a resident teacher in Grand Forks, and received her Master’s degree through the University of North Dakota in 2004. From 2005-2012, Liz was a 1st and 2nd grade looping teacher in Moorhead, Minnesota. West Fargo was fortunate to hire her as our Reading/Title I Coordinator the fall of 2012. Liz is highly trained in many instructional practices including Aimsweb, DRA, DIBELS, NWEA, STAR, AVMR, Guided Reading, Daily 5, Café, Writer’s Workshop, BAS, Whole Brain, SEESAW, CHAMPS, Responsive Classroom, SIOP, PLCs, MTSS (PBIS/RTI) for both A and B, technology, Project Lead the Way (PLTW), critical conversations, and co-teaching. Liz trains all elementary teachers in the ELA curriculum. New teachers have training with Liz and other district curriculum coordinators before beginning the school year. In addition, Liz offers classes for credit after school hours for all teachers. Liz is an engaging instructor, and feedback from her training is always positive. Teachers find her to be supportive, knowledgeable, and kind during training and in all interactions. B....
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...Contents Introduction ………………………………………………………………….Pages 2-3 Discussion…...…………………………………………………………………Pages 4-14 Conclusion …………………………………………………………………...Pages 15-16 References ………………………………………………………………….Pages 17-20 Introduction This essay aims to explore the processes of teaching, training and mentoring of adults. The setting in which this will be explored and linked to, will be one of nursing, although it is recognised that the fundamental theories explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring...
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...A REPORT ON THE EXPERIENCE AGAINST THE OBJECTIVES SET OUT IN THE MODULE ACTION PLAN FOR 5ED004. BY KIMBERLEY WILLETTS DATE: 15/05/15 Acknowledgements I would like to thank my facilitator and the rest of the staff at my work placement for the opportunity and guidance during my placement. Introduction I undertook work experience in a primary school setting in my local area. They are a primary learning academy which gives them more freedom of the curriculum, staff pay, school hours and shape of the academic year. The school motto is ‘child-centred, learning focused’ which is evident in the ethos of the school. ‘The quality of education provided by this school is outstanding because all the major elements of the schools work are at least good’ (Ofsted, 2007, p4). The aim of placement is to gain more confidence and experience of the primary school setting and the role of teachers. See specific objectives in Appendix 1. Findings: Objective 1 (See Appendix 1) was achieved although it could do with being developed. As set out in my aims every opportunity presented to engage in group work was taken. On a few occasions I worked with children of a lower ability or children that have difficulty concentrating. This was challenging as it meant that each child needed the same amount of attention and support. To keep children engaged I communicated effectively using clear and concise language. ‘Good communication at work involves being able to relate to people from different...
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...Teaching and Teacher Education 27 (2011) 648e656 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate Teachers’ critical incidents: Ethical dilemmas in teaching practice Orly Shapira-Lishchinsky 1 Department of Educational Administration, Leadership and Policy, School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel a r t i c l e i n f o a b s t r a c t Article history: Received 21 March 2010 Received in revised form 10 November 2010 Accepted 11 November 2010 The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers’ critical incidents. Ó 2010 Elsevier Ltd. All rights reserved. Keywords: Teaching Ethics Ethical knowledge Ethical dilemmas Schools 1. Introduction 2. Theoretical background Teachers deal with many ethical problems in their practice. They encounter issues such as inappropriate allocation of resources, situations...
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...The Employers’ Confederation of the Philippines (Ecop) expressed their apprehension o employing this generation’s college graduates. Lack of analytical skills, work dedication and commitmentwere among the justifications for such criticism. This problem seemed to be supported by the reports ofPhilippine Statistics Authority (PSA) stating that educational attainments of the unemployed for the pasyears have been higher. Moreover, college graduates comprised around 14.5% of the unemployed basedon the Labor Force Survey done by PSA. The resolution of this phenomenon demands the examination and assessment of the education system that we have right now. It is unfair to simply blame the students for the totality of the problemWe have to consider...
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...information about the world around them through 'doing' and experiencing. Adult learning is different from childhood learning. With adult learning personal experience plays a big part in the learning process as new information is instinctively checked against the learners own experience. (This is probably one of the reasons why learning a foreign language as an adult is so different from learning it in childhood.) David Kolb produced his work on experimental learning in 1984. It is known as 'Kolb's experimental learning cycle'. In his work he states that experience plays a central role in the learning process. According to Kolb's theory learning is a four-stage cycle: always starts with Experience (concrete experience), then Reflection (reflective observation), Thinking (abstract conceptualisation) and Acting...
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...for nurse educators A N D E VA L UAT I O N (Billings & Halstead, 2009; Southern Regional Education Board, 2002). Facing declining NCLEX-RN® pass rates, faculty at an associate degree nursing program at a public community college in Mississippi responded to the National League for Nursing ([NLN] 2005b) call to transform nursing education by undertaking an intensive critique of its curriculum and program outcomes. Based on this analysis, a conceptual framework was created to guide curriculum revision, development, and implementation. The framework provides structure for ongoing and systematic curriculum review and revision. A review of the literature revealed the need to move from a teaching-centered to a learning-centered approach to teaching. Learning-centered institutional design is reflective of a number of principles: the need to bring about substantive change in participants; the full engagement of learners and the mindset that students bear primary responsibility for personal choices; multiple learning options to appeal to students’ preferred learning styles; the enhancement of collaboration; educators as learning facilitators; and measurement of success through the documented improvement and expansion of learning. Learning-centered curricula focus primarily on student learning with a goal-based emphasis and the evaluation of learning based on the achievement of predetermined criteria for course and program outcomes (Billings & Halstead, 2009; O’Banion, 1997). As students...
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...A Practical Guide to ACTION RESEARCH for Literacy Educators Written by Glenda Nugent, Sakil Malik, and Sandra Hollingsworth With support from the International Reading Association, Nokia Corporation, and Pearson Foundation Contributor/Editor: Amy Pallangyo A Practical Guide to Action Research for Literacy Educators Authors: Glenda Nugent, Sakil Malik, and Sandra Hollingsworth Contributor/Editor: Amy Pallangyo Copy Editor: John Micklos, Jr. Design/Layout: Precision Arts Cover Photo Credits (clockwise from top): Linda Ulqini, Sakil Malik, and Jennifer Bowser Published with support from the International Reading Association, Nokia Corporation, and Pearson Foundation Copyright ©2012 by the Global Operations Unit, International Reading Association, 444 N. Capitol St., Suite 640, Washington, DC 2001, USA. All rights reserved. We welcome educators throughout the world to freely use and disseminate, with proper attribution, the materials in this guidebook. This is a work in progress, and we welcome constructive ideas and literacy-related Action Research examples from classrooms around the world for subsequent revisions. All communications should be sent to Sakil Malik, Director of Global Affairs, International Reading Association, at smalik@reading.org or sakil.malik@gmail.com. ISBN: 978-0-9882349-0-1 Dedication To all teachers worldwide working to advance literacy in the classroom...
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...Mahara Platform First established in mid 2006, the Mahara project started as collaborative venture funded by New Zealand's Tertiary Education Commission's e-learning Collaborative Development Fund (eCDF), involving Massey University, Auckland University of Technology, The Open Polytechnic of New Zealand, and Victoria University of Wellington. Continued development has been made possible by further support from New Zealand’s Ministry of Education and the application of Mellon Foundation funds from the Open Polytechnic’s winning a 2007 Mellon Award for Technology Collaboration. Since July 2007, KineoPacific has worked with CatalystIT to guide the further development of Mahara. A first guiding principle with the development of the Mahara ePortfolio system is that it is learner centred – a form of Personal Learning Environment. This is in contrast to the more institution-centric Learning Management System (LMS). Mahara is a stand-alone system that can be integrated into a wider virtual learning framework. We believe the Learning Management System remains a highly useful application for delivering learning. We also believe the overall environment can be enhanced and complemented by a learner-centred personal learning environment such as Mahara. Pan-institutional learner communities can also be encouraged using Mahara. Mahara’s architecture is inspired by the modular, extensible architecture of Moodle. The Mahara team has also been heavily involved in the Moodle community, with...
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...grades 6-12 experienced bullying. The 2013 Youth Risk Behavior Surveillance System found that 20% of students in grades 9-12 reported experiencing bullying ("What is bullying," n.d., para. 5). Children who come from a home where the parents model coercive and aggressive methods to solve problems and there is a lack consistent or effective discipline have a tendency to bully others. They often are larger physically than peers. Children who are bullied tend to be physically smaller or weaker in some way than a child who bullies (Merrell, Isava, Gueldner, & Ross, 2008, p. 27). Interventions for bullying are incredibly important. One study found that students who bully or tease others are five times as likely to report alcohol use, seven times more likely to report drug use, at a higher risk for criminal behavior than their peers, and experience depressive and anxiety symptoms (Williams, Chambers, Logan, & Robinson, 1996). They are also likely to become unpopular among peers with age (Merrell et al., 2008, p. 27). Bullied children that do not receive help through intervention are more likely to experience physical stress symptoms which include headaches and stomach aches, psychosomatic symptoms of sleeping difficulties and bed wetting, symptoms of depression, as well as disliking and avoiding school than children who have not been victims (Williams et al., 1996). Children who bullying others as a child may continue the behavior later in life, hence the importance of bullying...
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...student feedback and leadership a report on the 2006 leadership for excellence in learning and teaching project (le67) developing Multi-level leadership in the use of student feedback to enhance student learning and teaching practice http://emedia.rmit.edu.au/altclgp/ 2009 Project Leader Professor James Barber – Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak ISBN 978-1-921426-36-0 Student Feedback and Leadership A Report on the 2006 Leadership for Excellence in Learning and Teaching Project (LE67): Developing Multi-Level Leadership in the Use of Student Feedback to Enhance Student Learning and Teaching Practice 2009 Project Leader Professor James Barber - Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak Report written by: Associate Professor Sandra Jones and Brenda Novak. Case studies written by: Dr Mali Abdollahian, Ian McBean, Geoff Outhred, Dr Kate Westberg. Photographs - Copyright © 2009 RMIT University Photographers Margund Sallowsky and Kate Ebbot unless otherwise stated. ISBN 978-1-921426-36-0 Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the...
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...MBA UK Course Handbook the Strathclyde 2014/15 The Strathclyde MBA 1 The University of Strathclyde's mission dates from our founder, Professor John Anderson, leaving instructions in his will for 'a place of useful learning' to be established in the city. By this he meant an institution open to everyone, regardless of gender, status or income. “ The Place of Useful Learning John Anderson 1796 ” We continue to be committed to 'useful learning' through our provision of relevant, high quality, educational opportunities, the global application of our research and our focus on knowledge exchange, all of which aim to benefit the wider economy and society. Our commitment to 'useful learning' is about: • • Offering a wide range of education opportunities in a flexible, innovative learning environment. Developing students who have the aptitudes and capacities to make significant contributions to their communities after graduation as employees, employers and citizens. Connecting research through knowledge exchange to make an impact on modern society. • 2 Contents Welcome ................................................................................................................. 5 The University of Strathclyde .................................................................................. 6 Strathclyde Business School ................................................................................... 6 About the Handbook and MyPlace ........
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...International Journal of Educational Management Emerald Article: Human resource management in Hong Kong preschools: the impact of falling rolls on staffing Choi-wa Dora Ho Article information: To cite this document: Choi-wa Dora Ho, (2009),"Human resource management in Hong Kong preschools: the impact of falling rolls on staffing", International Journal of Educational Management, Vol. 23 Iss: 3 pp. 217 - 226 Permanent link to this document: http://dx.doi.org/10.1108/09513540910941720 Downloaded on: 11-05-2012 References: This document contains references to 32 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 1576 times. Access to this document was granted through an Emerald subscription provided by PORTLAND STATE UNIVERSITY For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Additional help for authors is available for Emerald subscribers. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online...
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...Survey……………………………………………………..29 Appendix D: Student Survey…………………………………………………….30 Appendix E: List of Graduate Programs with Internship Components………….31 Appendix F: Internship Learning Agreement ……………………………………32 Appendix G: Possible Internship Sites for HALE Master’s Program…………...35 Appendix H: Sample Brochure…………………………………………………..36 Introduction The HALE master's program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. The program provides a broad understanding of educational systems from social, historical, cross-national, normative perspectives and an understanding of central issues in postsecondary teaching and learning, and a theoretical understanding of administration and leadership connected to practice. There are opportunities to develop and use skills needed in practice through practica...
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...Task 1 : 2000 Words report to describe and evaluatehow the student in their professional role, support the ethos and mission statement of their school with particular regard to a specific whole school policy area. TITLE: A report to describe and evaluate how I , in my professional role, support the ethos and mission statement of my school with particular regard of the school’s Language policy. Mission Statement: To provide a rich academic programme A curriculum based on best research evidences and on successful teaching and learning strategies for teaching for children of diverse backgrounds and learning needs. To be a community school A vibrant center for educational, recreational, cultural and social programs for children and adults in an international community which draws upon and contributes to the vitality of the international community through an innovative and focused curriculum. To maintain a unique Professional Development Focus A culture of continuous professional growth for all staff and functions as a “hub” for educators throughout the region to engage them regularly in a wide range of learning opportunities that promote ongoing professional growth. IB LEARNER PROFILE Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiryand research and show independence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives. Knowledgeable They explore concepts,...
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