IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers, parents, and leaders to develop an afterschool program to help underpriviliged students who may not have resources at home to help with education or who may need extra help with learning. Students are also provided food and activities that promote self-awareness, leadership qualities, and physical/extracurricular activities that they wouldn 't have access to otherwise. It also created programs that bring students and their families together to show students they are a part of their success. All of the students ' diverse cultures are celebrated. Domain and Understanding that the ideas addresses: Domain 1: Visionary and Inclusive Leadership Understanding: 0002 Understand the interplay of the political, social, economic, legal, ethical, and cultural contexts of education in promoting the success of all student groups. …show more content…
IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student
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The community therefore had an influx of new residents such as and El Salvadorans; Mexicans and Samoans. This created a lot of tension in the school showing a program was needed to address multiculturalism. An after school program was created to teach the students about the different cultures.
In the first chapter of Brian Shultz’s Spectacular Things Happen along the Way, Shultz creates a curriculum where the students get to choose how and what they should learn. Shultz made the students figure out an issue in their community that they would like to improve, and the students decided that they want a new school facility. He lets the students decide how they should go about getting this new school facility and as a result he gives the students the opportunity to examine their cultural backgrounds and how they have experienced being born into that culture. Shultz helped create Project Citizen, an initiative to have students get a new school facility. Project citizen makes the students look at the individual problems with their school
This is help the teachers understand some of the difficulties that the students face in their neighborhoods, since most of the faculty and staff live in areas outside the school community. • Create programs to help students to overcome language, academic and behavioral barriers that sometimes interfere with students learning. I might also make sure that there were bilingual instructors on staff to teach foreign languages and ESL classes. • Include various programs, displays, and learning units on and about multicultural holidays. I would use this as a means to remove obstacles standing in the way of establishing a positive school
With these funds the program is able to benefit not only children, but the families and community involved. The program is led by Servant Leader Interns, who work with the children to boost reading scores while also fostering a love for learning and emotional support. In the after-school program students receive one healthy snack and in the summer program the children are provided with 2 meals and one healthy snack. The program implements an Integrated Reading Curriculum (IRC), which is based on 5 components; “high quality academic enrichment, parent and family involvement, civic engagement and social action, integrational leadership development, and nutrition, health and mental health” (CDF). Through this structure the program is able to boost the morale of the children enrolled and teach them the importance of
Vision Statement: Dingess Elementary Core Beliefs are that education involves and includes everyone. We guarantee a high quality instructional program that contains a rigorous and vertically curriculum, effective teaching and ongoing assessments. We aim to establish, ensure and maintain learning environments that are safe, orderly, and free of bullying as well as fostering a nurturing, healthy, structured, and sustainable, clean, environment designed to stimulate the creativity and innovation of each learner. We believe that every child is unique and important and with this in mind, we provide higher levels of rigor with differentiated instruction for all students. As well as interventions for students who are not proficient, so that every
• Strengthening Standards to Improve Preparedness • New and Better Assessments • Quality Teacher Training to Increase Student Achievement • Connecting Technology to Schools and Students • Deepen and Personalize Learning WEDU PBS’s educational outreach addresses three of these goals by providing quality training opportunities for educators and bridging the learning gap between school and technology in ways that provide for personalized lesson development and learning tools for students.
This event promotes the students and parents to read together, which is a key element to learning. The students also are given grade papers with the scoring guide back every week. The curriculum for the school address differences among the community, which is the third category. Ms. Jordan
From the modernization of E-rate to the proliferation and adoption of openly licensed educational resources, the key pieces necessary to realize best the transformations made possible by technology in education are in place. Educators, policymakers, administrators, and teacher preparation and professional development programs now should embed these tools and resources into their practices. Working in collaboration with families, researchers, cultural institutions, and all other stakeholders, these groups can eliminate inefficiencies, reach beyond the walls of traditional classrooms, and form strong partnerships to support everywhere, all-the-time learning. Although the presence of technology does not ensure equity and accessibility in learning, it has the power to lower barriers to both in ways previously impossible.
The rhetorical strategies mentioned organized the evidence of childhood obesity, fused the facts into a sequence, and clustered information for conveying the argument for change. As an organization they created a comprehensive list of information for the purpose of attracting parents and Club staff to join in on the effort. Moreover, it takes an entire organization to make change and not small sectors. The national Boys and Girls Club branch has called for the various club’s encouragement and participation and is now stepping towards organizational strategies. As a non-profit organization the Boys and Girls Club has established guidelines under the Partnership for a Healthier America/Let’s Move program.
I had the pleasure of visiting with Mrs. Cooke’s fifth grade class during my clinical experiences. Mrs. Cooke has a great rapport with her students and has very little difficult actively engaging students in learning. One of the “takeaways” from my visit references the students’ and teachers’ commitment to the principles of “The Leader in Me”. From a school-wide perspective, East Elementary School does not practice the traditional positive behavior interventions. Instead, the administration has adopted the ideals and principles behind “The Leader in Me”.
For assignment 6.1 I interviewed Angie Wagler, Coordinator of Technology and Technology Professional Development at Norton City Schools. Angie shared that Norton City School uses the Student Information System, Data Analysis for Student Learning (DASL). Staff members with access to DASL include teachers, psychologists, counselors, administrators, administrative assistants, and the EMIS coordinator, etc. However, the level of access is different depending on one’s position. For instance, administrators only have access to their building and teachers only have access to the students in their class.
Summary of the “5 Minds For The Future” Howard Gardner’s “5 minds for the future” is about types of minds which are essential to be considered as a developed and intellectual individual. Humanity should try to evolve all of them for the balance inasmuch as they will be the necessity in the future. The 5 minds are classified as the respectful mind, disciplined mind, synthesizing mind, ethical mind, and creative mind, which, as Gardner mentioned, works with disciplined mind together. People should try to develop all of them equally, as one is not more important than the others. Gardner believes that educators must start with the end in mind, by determining how they want to see their students in the future and to develop needed skills.
Jacob Kounin turned his attention on a study of the practical problem of classroom management, from the standpoint of technology. But Fred Jones talks about tools for teaching implements response to intervention where it is a multi-level system that focuses on the prevention of learning problems. It is designed to develop capacity for identifying, adapting and sustaining effective instructional practices. Dr. Jones has developed methods of classroom management that are both powerful and affordable for all teachers. Classroom management expert Fred Jones identifies "three zones of proximity" and discusses how knowing what they are can help you "work the crowd" in your own classroom.
Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP