First and foremost, schools should be learning communities where teacher improvement comes from a plethora of sources. Generally speaking, teachers often focus on the content, materials needed, and the activities necessary for the lesson (Roberts & Pruitt, 2003). Teachers, who plan usually plan in isolation, often worry more about covering a list of required content rather than focusing on true student learning. This type of teaching, in my opinion, is a one of the most tremendous challenges facing
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Reservation ‘‘The drum is considered the heartbeat of the community’’ Jennifer L. Gilliard1,3 and Rita A. Moore2 This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing
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NAME: ARNEJO, MURIELLE ANNE C. BEED-ECEIII 1.Reflected diary-A reflective journal is a means of recording ideas, personal thoughts and experiences, as well as reflections and insights a student have in the learning process of a course. In addition to the demands of a typical written assignment (e.g. able to give definition on concepts, demonstrate basic understanding of course materials), reflective journal requires the students to think more deeply, to challenge their old ideas with new
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and this is what they strive to follow as far as what their goal is. My school is no different. To have a vision and action plan of collaboration is important. Having strong community-parent ties can ensure that students are learning and are successful. “When a school begins to function as a professional learning community, teachers become aware of the incongruity between their commitment to ensure learning for all students and their lack of a coordinated strategy to respond when some students do
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real results for students. More How Do Principals Really Improve Schools? Rick DuFour and Mike Mattos Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities. Principals are in a paradoxical position. No Child Left Behind admonished educators to use "scientific, researchbased strategies" to ensure that all students learn. Likewise, Race to the Top requires educators to use "researchbased" school improvement models
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disadvantaged, if they have been exposed to inadequate or inappropriate educational experiences in the family, school, or community. Many of these students are located in large, mainly urban high schools around the country (Balfanz, 2007). Urban high schools face five common problems: low student engagement, poor prior preparation, low ninth-grade promotion rate, low graduations rates, and isolation from the community (Herlihy & Kemple, 2004). When at-risk students are exposed to such environment everyday
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Evaluation Practicum Evaluation Practicum Evaluation I am lucky and proud to had a wonderful positive and successful practicum experience at Laurie Regional Hospital. I had the opportunity to work with infection control Director Dr Abdul and other team at Laurie Regional Hospital. The scope of my practicum experience have challenged me to applying and analyzing data. The scope of the work was reasonable but challenged me to apply my public health background and utilize
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individual unto itself. What make a school so unique is it is profile. A schools profile is made up of all of the students who attend, the administrative staff, the teaching staff and all of the other individuals who help make the school day run smoothly. Other important aspects of a school are the philosophy and vision, stakeholders and community in which the school is located. Philosophy, mission, vision One of the most important parts of a school is its philosophy, mission, and vision statements. At
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STATE UNIVERSITY COLLEGE OF EDUCATION Bustos Campus Bustos, Bulacan A TEACHING PORTFOLIO IN FIELD STUDY 1, 2 & 3 The Learner’s Development and Environment On Becoming a Teacher Experiencing the Teaching – Learning Process IN MATIAS A. FERNANDO MEMORIAL SCHOOL In Partial Fulfillment of the Requirements In FIELD STUDY 311a, 311b & 311c Submitted to: MR. ROMUALDO E. DIONISIO Supervisor, Student Teaching Submitted by: REGINA EDERWIL L. DE GUIA BEED – Generalist / III-I
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Abstract An internship, no matter in what kind of educational setting must encompass observation, inquiry, hands-on experiences, and a built relationship between the mentor and mentee. When this relationship is built, the administrative team can come together to create a vision that the school can and will reach. The day to day operations of the school will operate as normal and the professional staff puts students first. The school can look at data and as a school become transparent in the goals
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