Participants can
work on assessment data, quality assurance plans, standards and evidence for accreditation, and much more in their choice of over two dozen sessions led by these facilitators:
Not exact matches
Professor Vedam's scholarly
work includes critical appraisal of the literature
on planned home birth, evaluations of innovative models for fetal
assessment, and development of the first US registry of home birth perinatal
data.
The analysis, which used land elevation and tidal
data, found that 460 acres, or about a sixth of Hallandale Beach, would be below sea level during high tide under a 3 - foot scenario of rise, according to Nancy Gassman, a natural resources administrator for Broward County's Natural Resources Planning and Management Division who
worked on the
assessment.
The thesis contains details of specific tools, methodology recommendations and new models for collecting LCA
data, which are aimed at anyone
working on the development of electric - powered vehicles using life cycle
assessment.
Ji's
work will concentrate
on transferring numerical modeling tools and
data products developed in his
on - going research projects for fisheries stock
assessment.
After I finish teaching, I will spend an hour reviewing my formative
assessment data, an hour
on lesson planning, and then I will be done with
work for the day.
You're also
working on data from the PISA 2015 cognitive
assessment, which included collaborative problem solving, and another test students undertook
on financial literacy and I understand those reports are due to be published in 2017.
She asked me how I had used
data to make decisions about curriculum and instruction; she referenced techniques from Teach Like a Champion, Dr. Robert Marzano's «What
Works in Schools» series, and Paul Tough's book about grit; and she quizzed me
on formative and summative
assessments, SMART goals, token economies, differentiated instruction and adaptive technology.
Now that we have a national curriculum, I do wonder whether rather than relying so heavily
on NAPLAN it would be better to look at making sure that we perhaps increase moderation and get more consistency around the
assessments that we use within our schools to assess the outcomes of the curriculum that the school students are
working on, and perhaps look at report card
data and at strengthening some of those things.
Harvard Graduate School of Education will
work with the Strategic Education Research Partnership and other partners to complete a program of
work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed
work: Instrument development: Pilot
data collection using interviews and candidate
assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot
data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus
on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).
Building
on Sir Ken Robinson's Changing Education Paradigms argument of «waking [students] up to what is inside themselves», and influenced by Wiggins (1998) and the
work of his colleagues in the development of
assessment standards, at the beginning of the school year I informed staff that the program would allow the school to generate
data that was personal, informative, trackable, accessible and transferable.
Resources provide opportunities to: - explore how adverts play
on our fears and dreams - explore persuasive language in advertising - explore presentational features - analyse adverts across 3 mediums (TV, radio and web)- explore synergy - study advertising across a range of mediums - plan own advertising campaign - conduct risk
assessments and planning document as would be the case in the industry - give a pitch for the campaign created - explore legal and ethical - investigate the ASA (advertising standards agency)- consider budgets - conduct primary and secondary research - gather qualitative and quantitative
data A
work book is also included for students to complete as they study the course.
This year, it is attacking the adolescent literacy issue
on several fronts: developing a diagnostic
assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing
data to see which programs
work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.
Child - level
assessment data means the
data collected by an agency
on an individual child from one or more valid and reliable
assessments of a child's status and progress, including but not limited to direct
assessment, structured observations, checklists, staff or parent report measures, and portfolio records or
work samples.
I
worked on that for the majority of the week after the storm until we launched a web platform to consolidate all the
data and a web - based inventory sheet that feeds
assessments straight onto the database and mapping program.
As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based
on the Common Core Standards; valid and reliable
assessment tools to measure growth in every subject area (tested and nontested); and time to
work in professional teams to set growth targets, analyze
data, and provide the appropriate instructional interventions for every student.
This involves examining and analyzing a wide range of
data in the target area, including student
work samples, performance
on benchmark
assessments, observations of students, or conversations with them about their learning.
Remediation / intervention practices allow teachers to
work with Tier II and Tier III students
on targeted skills based
on assessment data in small groups.
Her
work at Renaissance focuses
on formative
assessment, exploring
data in a growth mindset, and literacy development.
Data - based inquiry with an equity lens is at the heart of our
work, with a particular focus
on the challenges that most impact curriculum design, instruction, and
assessment.
Despite Dr. Coley's focus
on the right
work and her teachers consistent practices to close the achievement gap at the school, when they received preliminary state
assessment data, they still had many, many students not
working at grade level.
Working closely with their peers in school - based or interest - based learning communities, effective teachers learn to use
assessment data, reflections
on their own practice, and moment - by - moment feedback from children to vary the support they provide to students with different levels of expertise and confidence.
In this engaging webinar based
on his new book, Digital Portfolios in the Classroom: Showcasing and Assessing Student
Work, author Matt Renwick shows how digital portfolios — dynamic collections of authentic information from different media — can capture student thinking and progress and help clarify
assessment data.
Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign
on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based
on state standards Participation in all TAP requirements, focusing
on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required
assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking
data, providing daily feedback, weekly
assessments, and occasional parent / teacher conferences
Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
Megan's
work focuses
on fostering district - wide
assessment and
data literacy and implementing a balanced
assessment strategy, including conducting research
on next generation
assessments, coordinating the development and adoption of new
assessments, and providing professional development to build
assessment literacy through the use of robust
data analysis protocols.
Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns
Work with the
Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board mem
Data and
Assessment team to compile, analyze, and respond to
data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board mem
data on the school's schoolwide
data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board mem
data management and
assessment systems, including oversight and implementation of the schoolwide Benchmark
Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices,
data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board mem
data - informed instructional lesson planning and practices, and cultural competence practices in
working with students, faculty and families
Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes
working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members
Recommendations include suggestions
on how the state can better define its
work around an inclusive implementation of personalized learning and align resources around
data management,
assessments, accountability, and interventions to support success for all students.
Teachers will learn how to identify and implement common
assessments, refine instruction based
on analysis of
data, and
work together to continuously improve their practice.
At convenings, CPAC members grapple with and explore questions around scaling performance
assessments: training teachers to develop and implement
assessments and to make instructional shifts based
on data; calibrating teachers around student scoring; creating master schedules that allow students adequate time to
work on their capstone projects or portfolios and teachers time to collaborate with each other and support students, and more.
The
work group will focus
on the need to continually improve
assessment approaches and recommend how educators can make the best use of
data.
As a math consultant, Althea
works with teachers
on understanding math content, implementing effective pedagogical strategies for delivering instruction, and using
assessments and
data to improve and tailor instruction.
With the coach, the Consultant
works with small groups of teachers to plan grade - level grouping and interventions based
on analysis of
assessment data.
They especially have been focusing
on answering the question of when these interdisciplinary courses
work well for students, and when they don't
work so well, with their conclusions based
on solid
assessment data.
3 — Teachers indicate they are intentionally reflecting
on their practice and are seriously
working with others to improve their practice (i.e., study groups with action plans, grade level meetings to improve instruction), discussion within groups is informed by research
on best practices and student
assessment data
Performance
assessments, however, typically do not yield comparative
data; rather, they provide criterion - referenced information about what children know and what students need to
work on in order to perform better (Meisels, 1996).
She provides leadership in designing effective comprehensive
assessment systems, including guidance
on the development of performance
assessments and rubrics, facilitating deep understanding of cognitive rigor, scoring and analyzing student
work, and deepening understanding of
assessment and
data literacy.
She
works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and
assessment design and implementation with a focus
on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops;
data analysis and use; and program evaluation, collaborative
data analysis, and curriculum audits.
Now that we have had time using the program, we are
working to improve our
data chat process, make adjustments to the
assessments as we learn more about the standards, and
work on using Unify to help with more frequent formative
assessments.
When collaboration did occur, it focused primarily
on individual lessons rather than
on unpacking standards, mapping curriculum, constructing
assessments, and looking for patterns in
data to see what was
working and what wasn't.
State teams
working on collaborative projects
on issues of standards,
assessments,
data systems, and accountability & program improvement initiatives for early education, kindergarten and primary grade programs.
She consults with parents and educators, plans and interprets
assessment to guide educational planning, participates in research using our
data on over 6000 gifted children, provides teacher training (e.g., a 3 - day retreat for teachers from Edmonton, Alberta), and promotes effective gifted
assessment (she has
worked with Pearson, Riverside, and Pro Ed to respond to gifted needs in test development).
Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based
data to identify opportunities to improve curriculum, instruction,
assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based
on observation of instruction, student
work, and
assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available
on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
Gayle has
worked with Instructional Leadership Teams in many schools and districts throughout the country focusing
on data analysis using both formative and summative
assessment; and differentiating instruction based
on readiness, learning profiles, and interests.
The session
on homework entitled Practice without Points will explore the biggest hurdles that prevent some teachers from eliminating the points attached to practice
work, the reasons we assign homework and how those reasons fit within a balanced
assessment system, and how teachers can thoughtfully respond to the trends they see between initial homework results and subsequent
assessment data.
Paul — considering TLI's history, the far richer
data the company has to
work with (than I have here), and the time / money spent
on medical
assessments, I agree we should now have a high level of confidence in the board / investment manager's LE
assessment.
Having
worked most of my
working life in Australia with Ron Brierley and subsequently as an analyst in Canada focused
on value oriented investing, I believe that Tobias has produced an excellent
assessment of the investment analysis methodology used by some of the finest minds, supported it with quantitative
data and highlighted the proven record of using enterprise value and EBIT.
Our
assessment could of course be wrong — we had to rely
on the published material, while Keenlyside et al. have access to the full model
data and have
worked with it for months.
Requires the Under Secretary of Commerce to: (1) establish a Climate Service Program, a Climate Service Office, a Climate Service Advisory Committee, and a Summer Institutes Program at the Regional Climate Centers for interaction with and training of students and educators
on weather and climate sciences; (2) operate the Climate Service Program; (3) maintain a network of six Regional Climate Centers to
work cooperatively with the State Climate Offices
on data collection and exchange, research support, and state and local adaptation and response planning
on climate; (4) maintain a network of offices as part of the Regional Integrated Sciences and
Assessments Program; (5) ensure that the core functions and missions of the National Weather Service, the National Integrated Drought Information System, and any other programs within NOAA are not diminished or neglected by the establishment of the Climate Service Program or the duties imposed
on such offices or programs; (6) report to Congress
on the need for climate services; (7) prepare a plan for creating a Climate Service Program in NOAA and delivering climate products and services to NOAA users and stakeholders; and (8) establish and maintain a clearinghouse of federal climate service products and links to agencies providing climate services.
* According to the Berkeley group, the Earth's surface temperature will have risen (
on average) slightly less than what indicated by NASA, NOAA and the Met Office * Differences will be
on the edge of statistical significance, leaving a lot open to subjective interpretation * Several attempts will be made by climate change conformists and True Believers to smear the
work of BEST, and to prevent them from publishing their
data * After publication, organised groups of people will try to cloud the issue to the point of leaving the public unsure about what exactly was found by BEST * New questions will be raised regarding UHI, however the next IPCC
assessment's first draft will be singularly forgetful of any peer - reviewed paper
on the topic * We will all be left with a slightly - warming world, the only other certitude being that all mitigation efforts will be among the stupidest ideas that ever sprung to human mind.
After months of
work on the available
data the committee had suggested that a significant number of the rates, which are used to guide summary and detailed
assessments of costs.