...Research What is Guided Writing? Gibson describes guided writing as a “small-group instructional framework presented to students who share similar needs at a particular point in time. Guided writing provides an important context for teachers' in-the-moment assessment and immediate instructional scaffolding of students' construction of their own individual text" Gibson (2008). In other words, Guided Writing means working with small groups of students with similar needs in writing development. Teachers can use this time to help them see where the students are and how to help students progress. How does Guided Writing Work? Several steps make up a Guided Writing lesson: a brief shared experience, discussion of targeted...
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...Literature Review Literature Review: Abstract Fair grading and assessment practices for students’ with a learning disability is an area of controversy for classroom teachers’. In general, the literature seems to indicate that there is a need to evaluate grading and testing practices for students with a specific learning disability. Current grading and assessments do not adequately allow for a student with a learning disability to graded or assessed based on their individual achievement level. All students are pushed to take standardized test that do not provide a true indication of a student’s ability for acquisition of core skills. Much of the research has provided various reasons for a change in grading practices and alternative ways to assess students with a learning disability. Through research we can examine and determine how fair grading and assessment practices can improve student learning. Keywords: Accommodations, RTI, inclusion, grading, NCLB, IEP, alternative assessments, learning disability, high stakes testing Literature Review: Grading and Assessing Introduction The enactment of No Child Left Behind The literature review began with finding research on how current grading and assessing practices are not fair for a student with a specific learning disability. This is particularly true for students with a noted 15 point or more discrepancy in reading or math. These core subject areas tend to be subject areas in which standardized testing is...
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...YORK UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a ...
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...Core competency three consists of applying critical thinking in practice. To demonstrate how I mastered this competency I will be connecting practice behaviors to specific artifacts. The first practice behavior is differentially selecting and implementing strategies for assessment and intervention utilizing evidence based practice and best practice methods. This will be illustrated through a tobacco training I attended while in my internship. The artifact will consist of a PowerPoint that was distributed during the training. The second practice behavior is producing practice-ready presentations and documents that could include case presentations, journal articles, grant applications, legislative brief/summary(ies). This practice behavior relates...
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...Assessing and Planning Skills: Direct Assistance to Teachers The dynamic responsibilities of a supervisor demand a diverse skill set in order to effectively envision, communicate, plan, achieve, and reflect on the progress, or lack of, toward the school’s vision or mission statement. A pivotal component of this progression is a supervisor’s ability to effectively empower teachers and staff in their professional development by effectively evaluating the needs, styles, and preferences of the staff. With this in mind, this essay will compare and contrasts two strategies utilized to support teachers in their growth toward professional goals; clinical supervision and peer coaching. Further, this essay will identify the strengths and weaknesses of each model and how they use assessing and planning skills. Each model uniquely contributes to the supervisory process using diverse methods, developed in the educational community over the past six decades. The initial model of clinical supervision was outlined by Robert Goldhammer in 1969, included five steps the pre-observation, conference, observation, analysis and strategy, supervision conference, post-conference. In 1973, Morris Cogan elaborated on Goldhammer's work and described a clinical model of supervision consisting of eight steps, establishing the teacher-supervision relationship, planning with teacher, planning the strategy of observation, observing instruction, analyzing the teaching learning process, planning the strategy...
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...Mastering communication for leadership allows for leaders to move into leadership positions and lead a group to a common goal (Barrett, 2014, p. 5). Effective leadership communication requires the leader to anticipate, transmit, appreciate, understand, and craft messages to reach the wanted recipient as intended (Barrett, 2014, p. 7). Current Assessment Leadership Communication Ethos/Image Based off of the Self-Assessment of Leadership Communication Capabilities, my leadership communication regarding ethos and image are acceptable, but could be worked on as I scored a 3.5/5.0 (Self-Assessment of Leadership Communication Capabilities). This result showed me that my strengths were in relation to my understanding of how people viewed me and my willingness to improve. I am aware of myself enough to see how me leadership style is and how it affects others. But my weaknesses could hinder this, as I do not like to ask for opinions of my style and I lack confidence (Self-Assessment of Leadership Communication Capabilities). Audience Analysis and Strategy My Audience Analysis and Strategy was one of my lowest scores, scoring a 3.0/5.0 (Self-Assessment of Leadership Communication Capabilities). This score shows that I need work on these capabilities and that it can affect my communication, especially with individuals I am not as close to. Analyzing and reading an audience while assessing the situation,...
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...understanding of emotional facial expressions, and the appropriate employment of gesture, posture, and proximity” (Ryan & Charragain, 2010, pp. 1505). What effect does active listening and observation intervention have on students with social deficits and their ability to make connections with their peers? After intervention, participants should know how to ask questions and respond with follow up comments by actively listening. Participants should know how to collect information about peers by actively observing them inside their school community, as well as listening to them. We should see participants noticing and doing non-verbal communication while...
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...RISK ASSESSMENT AND ENGAGEMENT SELECTION MEMO The purpose of this memo is to gain an understanding of the firm structure, its accounting and auditing practice, and its system of quality control. Based on the risk factors noted, the team captain will select engagements to be reviewed to reduce peer review risk to an acceptable level. Peer review risk consists of two parts: 1. The risk (consisting of inherent risk and control risk) that an engagement will not be performed and/or reported on in conformity with applicable professional standards in all materials respects, that the reviewed firm’s system of quality control will not prevent such failure, or both. 2. The risk (detection risk) that the review team will fail to detect and report on design and/or compliance deficiencies or significant deficiencies in the reviewed firm’s system of quality control. Firm Structure (number of offices, number of partners or equivalent, description of the firm’s A&A practice, etc.) INHERENT RISK FACTORS Please discuss the inherent risks of the firm under review. The following inherent risk factors should be considered and addressed below: 1. Circumstances arising within the firm (i.e. many engagements in specialized industries) 2. Circumstances outside the firm (i.e. new professional standards, regulatory requirements, adverse economic conditions, etc.) 3. Variances that many occur during the year (ie: significant increase in the number of audits performed...
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...explore the possibilities and challenges of replacing assessment of learning (mark and grade) which emphasizes on what the students learn with the assessment for learning (metacognitive skills) which underscores how students learn and their involvement in the assessment process through self- and peer assessment. To meet these challenges, the three interrelated realms, that is, student self-regulated learning, lecturer personality and discipline (hard-pure, hard-applied, soft-pure and soft-applied) will be presented. That is, the discussion shall focus on the six practices of assessment for learning in the context of student self-regulated learning and lecturer personality in different discipline environments. Where necessary, educational technologies will be introduced to...
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...presentation on why linking assessments with report cards that reflect CCSS is imperative. In this discussion, you expand on your knowledge about CCSS and debate the idea of whether creating high-quality assessments is necessary. Note that some educators argue that it is not enough to just create a link between assessments and report cards, but that assessments need to be high level and should require students to synthesize their learning instead of only demonstrating mastery by rote memory. Alternatively, some educators argue that high-quality assessments cost more than lower quality assessments (Eisner, 2001; Matthews, 2006; Pulfrey, Buch, & Butera, 2011). One possible reason for this viewpoint is that higher-level assessments often include performance tasks and/or essays that require teacher scoring, and thus a great deal of time is spent on evaluating students’ work. Conversely, lower-level assessments measuring basic knowledge through multiple-choice and true/false responses; they can be measured using technology and take considerably less time and resources to measure. First, choose a side from the two opposing viewpoints described above and discuss one of these two points: a. Can the American education system afford assessments for deeper learning? b. Can the American education system afford not to have such high-quality assessments? Next, discuss if it is necessary to share assessment items, rubrics and 21st-century practices with fellow colleagues. Guided...
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...History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B * 10 hours for revision. Other...
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...| * Home * Products * About * Contact | | | | | | | | | | | | | | Research NotesBrief Notes on Science and Practice from Joseph Witt, PhD, Senior Scientist Why Research is ImportantSchool professionals have an increased awareness of the way the term "research based" is being used by publishers. It has become a completely meaningless phrase in recent years. Every type of intervention, assessment, or curriculum product now carries the label research based. In particular, intervention publishers shamelessly proclaim that their products are based upon research despite a complete absence of scientifically based research. Reasonable care can be taken by school-based professionals to determine if a product has a scientifically acceptable research base. The primary indicator is simple: does the product have peer reviewed published studies indicating it does what it purports to do? The scientific peer review process includes a process whereby research is reviewed by people who are disinterested third parties that scrutinize studies for scientific merit. Studies which are not sound do not get published in quality journals. Very few products have a true research base because conducting the research and going through the peer review process can take 2-4 years. What publishers present instead is "data" from a school here or there that used the product and got good results and everyone "liked" the program. The problem with this claim is the "research"...
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...receiving the best quality education and each district is held to the highest standards to guarantee students with learning disabilities are receiving the best education. According to Preliminary Credential Competency Checklist (2014), competency 1.2 Historical and Legal Foundation address the importance to enforce special education practice of FAPE, LRE, nondiscriminatory assessments, and the parents right to due process (**p.**). Enforcing the students rights in their education during student teaching is aligned with school district policies. During the time of...
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...EDU 225 Instructional Technology Benchmark Assessment and Rubric Targeted Essential Learning Students study and utilize a variety of technologies such as computer software and hardware and will develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. (APTS 3, INTASC 6) Assessment Tool Selected 1) Comprehensive Classroom Technology Plan 2) Reflection Essay Specific Performance/Task(s) Select and implement appropriate technology and resources. (APTS 3.11) Select and use research-based strategies to engage learners. (APTS 3.12) Relevancy of Task to Teacher Candidate Demonstrate the effective use of technology to foster active inquiry, promote collaboration, and support interaction in the classroom. Assessment: Student Prompts/Teacher Directions Comprehensive Classroom Technology Plan (e-Portfolio Assignment) In Modules 2-6 you will be drafting the component parts of a Comprehensive Classroom Technology Plan for use in a 21st century classroom. The Comprehensive Classroom Technology Plan will include the sections listed below. Drafts of these sections will be submitted throughout the course for instructor feedback and will be revised for inclusion in the Benchmark Assessment, due in Module 7. A Reflection Essay will also be prepared to accompany the plan. The plan is composed of the following components: * Section One: Mission and Vision...
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...Santa Barbara California. Ms.Betita currently has a license (License 18740) that is updated in good standard in the field of Marriage and Family therapy. Ms. Betita has a private practice in Santa Barbara and she also works for the Juvenile Hall here in Santa Barbara. Differences between Social Workers, Psychologists, and Counselors According to Ms. Betita MFT approaches relationships, conflicts within the relationship, and the individual self. Social worker has many different roles which includes case management, therapists, and administration position. Social worker can also run nonprofit organization and have a private practice. Psychologists can also serve in individual, couple, and group therapy. Psychologists administrate assessments from neurological ones to behavior. They also interpret the assessments and write up the results. An example would be if a judge feels that a juvenile needs one, the judge will asked the Psychologist to do one before giving his judgment on the juvenile. The psychologist will evaluate the assessment and report back to the judge. MFT also performs assessments when they are asked to. Especially if the MFT works at in an institution setting: example would be juvenile hall. Social workers also do assessments only when they are asked to. Psychologists have private practice or they work in an institution. Typical Day as a Counselor I’m mostly spend my time in my...
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