...professionalism and the success of state standards. Implementing a collegial coaching program in a school setting is beneficial when attempting to improve the school’s AYP, student mastery, and teacher effectiveness. The school and staff must have a shared vision and purpose so that the coach can develop a plan of action, workshop of strategies, and effective resources. Many factors mandate coaching; changes in curriculum, dynamics of the school culture, and approaches to teaching. Regardless of the geographic location of the school, the challenges are the same, however the approach may be different. Coaching is effective across the globe. The scope, sequence, pacing guides, and policies are often orchestrated by the teacher to establish or maintain their professional beliefs and objectives. Globally, the expectations of teachers are the same. Transforming the world begins with great teaching. Coaching is a significant global professional development strategy. The search for proficient, competent, and experience instructional coaching professional became prevalent when the federal government mandated that all school districts develop and implement a school improvement plan such as instructional coaching that provided consistent training, restructuring, and development so that no child was left behind. As a result of the increase need for improvement, the collegial coaching phenomenon has increased its global interest....
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...education classroom. The team implemented the stages of Magiera-Simmons Quality Indicator Model of Co-Teaching. In stage 1: Planning; all of the professionals who were involved with student agreed to collaborate together. They received support from the school administration who also trusted the service providers as the experts in their field. Stage 2: Professional Development; the teachers and related service providers worked to establish a shared vocabulary and meaning of what co-teaching means. The team reported they were lacking in the area of professional development, yet they supported each other and helped each other...
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...ESE 633 Entire Course Collaborative Relationships and Transition http://www.devryguide.com/downloads/ese-633-entire-course-collaborative-relationships-transition/ To purchase this tutorial copy and paste link in your browser. ESE 633 Entire Course Collaborative Relationships and Transition Week 1 Perspectives on Inclusion. As you may have noted from your readings this week, there are various perspectives on inclusion and if this is the right approach for all students. Based on what you know about inclusion at this point in the course, do you agree or disagree with inclusion? Explain your rationale and support your assertions with evidence from the readings and your own experiences LD Processing. Watch the video F.A.T. City LD Processing (http://www.youtube.com/watch?) by Rick Lavoie. Based on the readings, your experiences, and this video, what are some of your new insights on students with learning disabilities? What are some of the social, emotional, and academic, and processing needs of students with LD? What are five strategies you can use to support their needs? Inclusion. Reflect on this week’s learning on inclusion. Why do you think inclusion is an important element in meeting the needs of students with disabilities? What factors do you think would impact inclusion being successful in a school? How would you define “success” for an inclusive classroom? Raising Disability Awareness. For this assignment, you will explore disability areas to increase awareness...
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...Collaborative Teaching Consist ofa team of individuals who work together to achieve a common goal. Usually, a team includes a general education teacher and a special education teacher, and perhaps other related professionals. Dependingon a child IEPin the general curriculumand how often the student with special needs participates For effective collaboration to take place,high levels of trust, cooperation, and mutual respect must be present in a shared decision making process (GCU Lecture, 2013; Gargiulo, 2012) Framework of Co-Teaching Requires "collaborative effort of two equally-licensed professionals” generally a special education teacher and regular education teacher The team teaches in the general education setting, Teaching the general education curriculum. Together teachers instruct, plan, assess, and manage behaviors within the classroom for all students, yet the general education teacher is responsible for content and the special education teacher is responsible for instructional strategies. Co-teachers should have effective communication skills, trust, elasticity, and shared planning. (GCU Lecture, 2013; Webster, 2011) Collaborative Teaching Methods The Five Step Process when working with special needs students: 1. Team reviews the standards that the curriculum requires. 2. They then discuss the specific needs and possiblemodifications for the student with special needs, and set goals or targets for that student. 3. The team explores the best...
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...Key Purpose: To plan, deliver and evaluate creative and innovative teaching and learning to learners from levels 1-3. To act as course/subject leader as deemed necessary. To adhere to and administrate Health and Safety policies and procedures. To assist in the coordination of recruitment, enrolment and induction of students. To contribute towards the planning and effective running of the curriculum and department. Specific Responsibilities 1. To deliver high standards of teaching and learning and to monitor assessment processes in accordance with examination requirements. To be responsible for creating and maintaining a safe working environment. • The delivery of Core and additional programmes including Key Skills/Functional Skills and additional support as appropriate. • Producing schemes of work, lesson plans, assessment plans, learning materials and any other related activities that impact on the effectiveness of learning. • To ensure compliance with collegiate Health and Safety policy. • To ensure compliance with health and safety requirements/supervision of learners in vocational work placements • To work pro-actively to forward the success and vision of the department. 2. To act as a course and/or subject team leader by undertaking the following responsibilities: • Liaising and agreeing a programme of learning with the Head of Department i.e. choice of modules/units. • Timing and scheduling of lessons and vocational placements...
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...Introduction An ‘at-risk’ student is a young person at risk, or educationally 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, they have a greater probability of dropping out of school (Princiotta & Ryan, 2009) Nationally, 1.3 million members of the public high school class of 2009 failed to graduate with a diploma with the majority of that population being African American, Latino, and Native American (Princiotta & Ryan, 2009). The majority of these populations attend schools in urban high schools in majority cities (Balfanz, 2007). Many schools do not have a system that identifies students who are at-risk of dropping out school, so these students are ignored. And even some schools that have indicators in place, they do not offer adequate assistance to help these students (Princiotta & Ryan, 2009). In urban high schools, difficulty transitioning from middle school to high school can increase dropout rates and reduce on-time graduation (Princiotta & Ryan, 2009). Recent studies show that most ninth graders that...
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...to accompany the OCR Advanced GCE specification in Psychology for teaching from September 2008. Contents Contents 2 Introduction 3 Scheme of Work - Psychology : H568 : G544 5 Lesson Plans - Psychology : H568 : G544 27 Other forms of Support 35 Introduction Background A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include: • The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential • The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers • A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners • Amendments to the content of specifications – to ensure that content is up-to-date and relevant. OCR has produced an overview document, which summarises the changes to Psychology. This can be found at www.ocr.org.uk, along with the new specification. In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Psychology. These Support Materials are designed for guidance...
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...grasped the concepts and how proficient they have really become in using the language. For this purpose an evaluator has to observe the teacher while she is actually teaching in the class by the use of the course book and the students when they are being taught. It will also help the evaluator to check the students’ level of motivation. A clear idea about the interest of the learners can be obtained by viewing the learners in the class when they are being taught by the use of the textbook. It also has to be seen whether they enjoyed the lecture or considered it to be a dull and useless one. Observation also aids in determining how active and attentive the students are in the class. New teachers are usually full of new ideas but with the passage of several years they fall back on previous lesson plans and do not introduce anything truly creative. Therefore, teachers need to evaluate their own teaching styles. Brown thinks “A teacher who wants to avoid getting into a rut- or to climb out of a rut into which he has fallen – should make a through and honest evaluation of his teaching methods” (Brown 1975, p 342). Observation of teaching styles of a teacher also helps the teacher for the evaluation of her own teaching methodology. According to Jack C. Richards use of textbooks by teachers actually represents “plans for teaching” as, …teachers use materials they transform them to suit the needs of particular groups of learners and...
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...Implementation Stage one - Before Successful implementation of departmentalization in elementary schools is a consequence of the amount of preparation involved in the planning stage. A committee will plan, through research how the departmentalization will be organized: partial or full departmentalization. In partial departmentalization students have two teachers divided into math/science and language arts/social studies. In contrast, full departmentalization students have a different teacher in a different class that teaches each subject. The committee will also decide which teachers will be on teams together. The committee consists of an administrator, teacher, content specialist, counselor, and curriculum coordinator. Parent input should be considered when determining some aspects of organization strategies. School administrators and teachers inform students and parents about departmentalization. An informational letter is composed telling why departmentalization has been adopted, when it will begin, and how it will be organized. The parents are informed well in advance of the actual implementation. A web page can be designed where parents can go to stay informed and to post questions and concerns. Communication with parents happens in a consistent and timely manner. Questions and comments from parents are discussed and responses given quickly. Administrators and teachers should be prepared to answer questions and calm concerns of parents. Professional...
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...recruitment or for an efficient continued performance. Their ability to teach therefore largely depends on self training, either by trial and error while teaching or by observation of colleagues, who may or may not be helpful examples. Getting in front of students is a trying experience for a budding teacher. One may earnestly try to prepare him or herself: read books about teaching methods, attend lectures and take courses on didactics. Yet, in theory everything seems much simpler than in practice. The complexity of a teaching situation can be overwhelming. To deal effectively with it, teachers must not only have a good knowledge of the subject in hand, but also some communication skills such as ability to observe, supervise, lead a discussion and pose questions. Furthermore, a teacher should be aware of how students perceive him or her. This perception is sometimes quite different from the teacher's self-image. It is difficult to self assess one’s own abilities and we benefit from colleagues’ feed back to recognize our strength and identify areas for possible improvement. Evaluation of teaching by students is becoming a common practice, and a constructive feedback could be an effective way to improve one's rating as a teacher. Even the experienced educators may sometimes reflect about strengths and weaknesses of their teaching style. What is microteaching? Microteaching is an excellent way to build up skills and confidence, to experience a range of lecturing/tutoring styles...
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...Each practice teacher can recount numerous highs and lows in their practice teaching career. Personally, I experienced many great moments while teaching. These were days when I ended so happy and enthusiastic that I knew I had selected the right profession. On the other hand, I had days where I definitely questioned teaching as a career. These were days where the students seemed uninterested, too talkative, or even worse a blow up occurred and nothing got accomplished. Thankfully the average combined with the positive days outshine my negative days. Through my 3 months of practice teaching, one event stands above the rest as my absolute best teaching experience. Through it I learned so much about teaching and dealing with students. My hope is that the student involved was at least partially changed for the better from the experience as I was. I also hope that there is something in this story that can help inform and inspire you. Being a student teacher is not an easy task. Lots of demands from your mentors must be attained. High expectations are given to you. There are lots of tears that were shed due to remake of lesson plans, grades, and mentors' comments. you must be strong in meeting the hardship of being a student teacher but I do believe that through the hardship I've experienced inside ILS will mold me to be a best teacher someday. All my sufferings will be all worth when I'll be in the real battle field as being a teacher. One thing I could say about my learners...
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...Small Team and Group Paper Working as part of a small team or group is inevitable at some point in every person’s career. Whether it is at a food establishment or in an office environment, teams and groups always play a crucial role in the business world. I have worked with several small teams and groups, but the longest I’ve worked in such an environment was as an instructor for the U.S. Army in Arizona. I taught for four years as a contract instructor at the Human Intelligence Collector Course at Fort Huachuca, Arizona. The course was broken down into three detachments numbered One, Two, and Three. Each detachment was broken down into six smaller groups. Each group consisted of approximately six to eight contract instructors, a civilian group leader, and one to three military group leaders or assistant group leaders. Each group consisted of approximately four teaching teams of two to three contract instructors and the rest of the instructors were generally role players or assisted with grading reports. The purpose of each of the teaching teams was to present classes in order to teach the military students the essentials of becoming a Human Intelligence Collector. The breakdown within each detachment generally changed for every class cycle. Each class cycle lasted approximately 18 weeks, sometimes longer with holiday weekends, with about 2 weeks or less in between classes. During the break between classes, the upper management and the military leadership would review input...
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...University: TCH-518 November 9, 2014 Stephanie Hirsch, an executive director of the National Staff Development Council once said that, “For teachers, going to school must be as much about learning as it is about teaching. They must have time each day to learn, plan lessons, critique student work, and support improvement as members of learning teams…” (p.98). Throughout the school year, teachers have multiple tasks that are part of their daily work schedule. Among the daily work, lesson plans are essential in creating a successful learning environment for students. This is where the role of an instructional coach can be advantageous. The role of a coach is defined “with a narrower remit than mentoring, and relates to specific areas of performance and job outcomes” (Lord, Atkinson, & Mitchell, 2008). Furthermore, coaches that are in of an assistance to a classroom teacher must be able to identify “individual’s strengths and limitations, degree and elements of motivation, work ethic, beliefs, interests, vision, educational background, formative experiences, and professional goals” (Kise, 2006). Therefore, when a teacher is brainstorming a lesson plan, a coach can be a vital role in building teaching effectiveness. Purpose of the Lesson The purpose of this lesson is to build appropriate content concepts and build background knowledge of the unit, “The Gold Rush” in the fourth grade classroom. As part of the fourth-grade social studies curriculum, the teacher will be using the...
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...Improvement of Curriculum and Instruction: Curricular Models for Student Success by Robert D. Cummings [Collaboration for Improvement of Curriculum and Instruction EDUC 5535] March, 2011 Address: 3131 Cane Mill Rd. City, State, Zip: Albany, Ga. 31721 Phone: 478-225-6233 E-mail: mike109@yahoo.com Instructor: Ron Dougall Abstract The purpose of this project is that I continue to promote an effective professional learning curriculum for my students, so that they will continue to improve their enduring understanding of strategies and concepts that I implement to help improve learning. The prospect of having these teaching communities for my students will keep them active and involved in classroom, and they will continue to reduce learning gaps as a whole because the better the enduring understanding; leads to the likelihood of a successful learning student. Demographics • Attendance roughly 800 students (85 special needs) ; 55 teachers; 5 administrators • 94% Black; 3% White; 3% Other • 254 6th graders; 246 7th graders; 302 8th graders • 46% Male; 54% Female We have made AYP the past two years, but our administration is not satisfied with that accomplishment. They are continuously researching ways to continue to improve our schools learning efforts. So in saying that, I think that they are very willing to change, and that they are always open to programs and strategies that can help our students to have success in learning. Success...
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...RUNNING HEAD: Exceptionalities Teaching for Exceptionalities Grashal Parker Grand Canyon University: SPE-526 December 2, 2011 Teaching for Exceptionalities Children with learning differences have always been a part of the community. Teaching children with learning differences began as a one on one setting, usually separate from typical schools. In the past, students’ with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Special education is often times as diverse as the schools and school systems that incorporate it. Most common approaches include: self-contained classrooms, pullout services, and inclusion. Inclusion is most effective when regular education and special education teachers closely collaborate on instructional adaptations for learners with exceptionalities (Heward, 2009). In every classroom there are students with exceptionalities. These exceptionalities may include a student who has an IEP and needs extra accommodations/modifications or a gifted student that needs to be challenged beyond the curriculum. As an educator, one needs to make sure that each student is able to succeed in the classroom. Talent, imagination and skill are attributes teachers must possess. When working with children who have diverse needs these attributes must be perfected (Fogel, 2005). There may be some areas...
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