ERIC--Resources For Teachers to enhanced teaching and therefore essential to professional of schools; and theprofessionalization of teaching. teachers to gain new knowledge and enhanced http://www.ericsp.org/pages/digests/pro_teacher_dev_94-1.html
Extractions: A New National Education Goal The designation of "teacher education and professional development" as one of the National Education Goals (added to the original six in mid-1994) is genuine recognition that well-prepared teachers are essential to educational reform efforts: By the year 2000, the nation's teaching force will have access to programs for continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century. The goal suggests that practicing teachers are key to the transformation of schools and that in order for teachers to lead the reform efforts, they need to be offered expanded and enriched professional development experiences. Such experiences should be tied directly to the emerging student performance standards and be continuous, site-based, teacher-designed, and organizationally focused. Professional development programs with these characteristics have to be viewed as essential or core activities that are less vulnerable to budget cuts. Professional development is an integral part of current efforts to transform and revitalize education. The promise of a high-quality education for all children is dependent not only on a total restructuring of schools, but also on the knowledge and commitment of practitioners to restructuring. As school reform proponents Ann Lieberman and Lynne Miller state, "for school restructuring to occur, a combination of factors must be present
Life Skills Knowledge Base Book 4-6 Book Pick essential Camping for Teacher? - Feature The Passion forTeaching - Teacher/Parent Words of Wisdom Sharing the gift of knowledge . http://www.lifeskills4kids.com/life_skills_knowledge_base.html
Extractions: Do Math ... TLMPC Although race/ethnicity has frequently been used as a basis for examining poor school achievement, many have argued that poverty is actually a more important demographic factor. A recent examination of average district-level mathematics achievement revealed that level of school funding and child poverty had "substantial and statistically significant net effects on average student achievement among the school districts of America and that these effects stand up even when juxtaposed with those of two crucial, district-level control variables: level of curricular instruction, and race" (Payne & Biddle, 1999, p. 11). If the broad educational goals of increased access and achievement for all students are to be reached, it is essential that policies are put in place and actions are undertaken to enhance the teaching and learning of mathematics in poor communities. From the perspective of social and educational policy regarding poverty and schooling, two different indicators are important to consider: the percent of children living in poverty and the percent of those living in poverty who are children. Data regarding each indicator should affect decisions regarding the allocation of resources to address the problems of the poor and the needs of children in our society.
Life Skills Courses - Special Program Of Study Home Learning and teaching Yrs 1112 Subjects Life use of plants as an essentialcomponent of develop knowledge, understanding and skills to care for http://www.schools.nsw.edu.au/learning/yr11_12/pdhpe/lifeskills/index.php
Extractions: Home Finding a Public School Going to a Public School Learning and Teaching ... Calendar Life Skills Courses - Special Program of Study The Government's White Paper for the Higher School Certificate, Securing Their Future, included a commitment to extend the curriculum and reporting arrangements that were established for the School Certificate to HSC students with special education needs. Each Life Skills course comprises a 2 Unit Preliminary course and a 2 Unit HSC course. There will not be an external examination for Life Skills courses. The aim of English Life Skills is to enhance the participation of students with special education needs in all aspects of post-school life and promote their independence through the development of effective communication and literacy skills. In English Life Skills students will: develop knowledge about and skills in effective communication develop knowledge about, appreciation of and skills in spoken language develop understanding and skills in listening to others develop skills in reading, comprehending, interpreting and responding to a variety of texts
LION: Lesson Plans & Teaching Activities For School Librarians book Brainstorms and Blueprints teaching Library Research See also the Pathways toKnowledge home page scheduling, adequate funding, essential technology, and http://www.libraries.phila.k12.pa.us/lion/lessons.html
Extractions: American Association of School Librarians: Position Statement on Information Literacy and Problem-Solving Outlines the role of the library media program in fostering information literacy, and includes eight "scenarios" that illustrate how cooperative instructional efforts between teachers and library media specialists can help students improve their information problem-solving skills through significant learning experiences. Bellingham Public Schools: Staff Development Course on Information Literacy This Washington State school district provides online some of the materials it uses in a staff development course on Information Literacy and the Net . The course emphasizes student investigations as vehicles to explore information available on the Internet. Topics covered include the Research Cycle, several types of literacy, Gardner's Seven Intelligences, and much more.
API Curriculum Catalog And Course Descriptions of its individualized basic academic skills courses and the teacher, and simulatedteaching experiences This training is essential to successful implementation http://api.ctcd.cc.tx.us/acourses.htm
Extractions: Correlations to NSSE and SCANS in progress. Mathematics Availability of Courses API is accredited by the Southern Association of Colleges and Schools, Commission on Secondary and Middle Schools to provide basic skills and competency-based high school diploma programs. It is accredited to award its own diploma. API designs, operates, and manages pre-secondary and secondary nontraditional instructional programs tailored to specific needs. API offers sale of its individualized basic academic skills courses and junior high and high school competency-based credit courses, including the instructional management system and training for teachers and staff.
Art Ask For More and deep content, and the K12 arts frameworks distribute this content knowledgeover the Arts essential Learning Two focuses on teaching the artistic http://www.wsartsalliance.com/MoreArt/essentials.htm
Extractions: Learn About ARTS STANDARDS FOR TODAY AND TOMORROW ARTS ESSENTIAL LEARNINGS Arts Essential Learning One focuses on arts knowledge and skills. The arts have broad and deep content, and the K-12 arts frameworks distribute this content knowledge over the course of 13 years, so no one school year is overloaded, and so that arts learning is sequential and spread over time. In addition, the K-12 frameworks describe, grade level by grade level, what all students should know and be able to do at specific grade levels, a clear road map for teachers. Within these Essential Learning students not only learn specific concepts and vocabulary at each grade level, but the skills and techniques for each art form. They learn about various artists and cultures in the context of times, and the audiences skills that will provide them a comfort level when they attend art settings and performances. Arts Essential Learning One is the only Essential Learning category that includes concepts and skills unique to each of the four arts disciplines: dance, music, theater, and visual arts. Arts Essential Learning Two focuses on teaching the artistic processes.
Connect Adult Learning With Student Learning will respond to and use new strategies also fails to address the three essentialcomponents of In other words, knowledge about teaching is continually http://www.nsdc.org/library/results/res2-00kill.html
Extractions: Connect adult learning with student learning By Joellen Killion Results , February 2000 The Standard: Effective staff development uses content that has proven value in increasing student learning and development Each angle of the Cohen-Ball triangle represents an essential element of learning: teachers, materials/technology, and students. Instructional capacity – "the capacity to produce worthwhile and substantial learning’’– is a function of the interaction among these elements, not the sole province of any single one. Cohen and Ball suggest two views of teacher capacity. One view of "capacity" assumes there is a finite body of knowledge and skills teachers draw from and apply to be successful. In other words, teacher learning is primarily viewed as distributing sufficient strategies, techniques, and information to help teachers meet student needs. The body of knowledge might include content knowledge, content-specific instructional strategies, and knowledge of student developmental needs. The second view of "capacity" is of constructing new knowledge and skills in practice. This view reflects a belief that teachers’ knowledge and skills are dynamic rather than stagnant. In other words, knowledge about teaching is continually generated from the practice of teaching. Teachers learn by studying their own teaching and learning practices.
Mount Allison University Libraries and learning skills that make up information literacy as part of the essentialknowledge and skills Mount Allison teaching Information Literacy skills http://www.mta.ca/library/info_literacy.html
Extractions: Information Literacy Statement of Purpose Mount Allison University Librarians are dedicated to encouraging in students a love of learning and to developing their skills for independent, lifelong learning. Information literacy means knowing how to learn; having the ability to locate, critically evaluate and use information effectively. Developing effective research skills using information has always been an essential part of a liberal arts education. With the vast increase in the amount of information available and the rapidly changing information technologies required to access and use it, becoming information literate has become both more difficult and more important. In Information Literacy Competency Standards for Higher Education the Association of College and Research Libraries defines information literacy as the set of skills required for lifelong learning: Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self- directed, and assume greater control over their learning. An information literate individual is able to:
TexasReading.org | TCRLA Publications Coteaching BookletCoordinating for Reading Instruction General Education and BookletEssentialReading Strategies for the Struggling Reader Activities http://www.texasreading.org/tcrla/publications/publications.htm
Extractions: Professional Development Research Evaluation Special Education ... Site Map The Texas Center for Reading and Language Arts publishes various materials, including: Professional Development Guides Brochures and Booklets Professional Development Guides Each professional development guide covers a topic related to effective, research-based reading instruction, and includes the following materials for workshop presenters: Overhead transparencies, which present key points and activities Speaker's notes and activities to accompany the overhead transparencies. Informational and notetaking handouts for participants References. indicates that the guide has been adapted for special education. Prekindergarten Implementing the Prekindergarten Curriculum Guidelines for Language and Early Literacy, Part I: Language Development Implementing the Prekindergarten Curriculum Guidelines for Language and Early Literacy, Part II: Early Literacy Implementing the Prekindergarten Curriculum Guidelines for Mathematics and Science ... Activities to Implement the Prekindergarten Curriculum Guidelines Video (33:21)Implementing the Texas Prekindergarten Curriculum Guidelines (not available for download)
Extractions: K-12 @ UT Austin Education: Teaching and School Administration College of Education : Community Outreach and Services http://www.utexas.edu/academic/uip/outreach/links/education.html Austin Independent School District-UT Collaborative for Educator Development: contact Marilyn C. Kameen edmck@utxdp.dp.utexas.edu Collaborative Knowledge-Building in Schools Using State-of-the-Art Technologies in Core Content Areas: contact Paul E. Resta resta@tenet.edu Dallas Independent School District Collaborative Principal Preparation Program: contact Jay D. Scribner jayscrib@mail.utexas.edu USE-IT (scientific literacy for inner city schools): contact Angela Calabrese-Barton acalabresebarton@mail.utexas.edu College of Education : Centers and Projects http://www.edb.utexas.edu/coe/centers.html Education Career Services http://www.edb.utexas.edu/career-field/placement-service.html Educational Productivity Council (quality decision-making) http://epc.edb.utexas.edu/epc/index.htm Learning Technology Center www.edb.utexas.edu/ltc/ Office of Bilingual Education http://www.edb.utexas.edu/coe/depts/ci/bilingue/index.html
The Teachers' Internet Use Guide While your ultimate goal will be to help all students master the Texas EssentialKnowledge and skills (TEKS) and demonstrate student mastery through high http://www.rmcdenver.com/useguide/assessme/aindex.htm
Extractions: an Aligned Assessment for Your Lesson While your ultimate goal will be to help all students master the Texas Essential Knowledge and Skills (TEKS) and demonstrate student mastery through high scores on the Texas student achievement tests, you do not want to wait until the end-of-year test to know whether your students learned the knowledge and skills. Instead, you will want to develop, adapt, or adopt assessments that will tell you whether students have learned what you expect them to learn within any given lesson. The process we will use here is simple. Each step listed here has a link to a more detailed page that explains what to do. Feel free to enter in the process wherever it is appropriate for you. Choose a set of content standards and develop your performance descriptions and expectations. Decide how you will communicate performance expectations to students, parents, and others who are interested. Develop, adapt, or adopt assessments that are aligned with and reflect the performance descriptions and expectations. Use the assessment results to improve student performance and your own teaching practice. ... Learn more about assessment. We have gathered some helpful online resources that address various facets of assessment. To Step 1: Choose a Set of Content Standards and Develop Your Performance Descriptions and Expectations Assessment
Extractions: This curriculum alignment tool for seventh grade teachers provides easy access to the resources in the The Handbook of Texas Online . Links to appropriate articles in the Handbook are shown with the complete Texas Essential Knowledge and Skills document text (§113.6, adopted to be effective September 1, 1998, 22 TexReg 7684). A student guide and lesson plans are also available. Introduction (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies and autobiographies; novels; speeches, letters, and diaries; and poetry, songs, and artworks is encouraged. Selections may include a biography of Barbara Jordan or Lorenzo de Zavala and William B. Travis' letter "To the People of Texas and All Americans in the World." Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
Extractions: administrated by Texas Regional Collaboratives for Excellence in Science Teaching Professional Development Academies (PDA) Project ESTT ( E mpower S cience T eachers of T exas) is a National Science Foundation (NSF) teacher enhancement leadership project that is designed to enhance the physical science content knowledge and pedagogical skills of science teachers of grades 6-8. This five-year project is administered statewide through the network of the Texas Regional Collaboratives for Excellence in Science Teaching. This project first provides professional development to the Instructional Team Members (ITMs), the providers of the professional development to teachers. Each participating regional collaborative is represented by a group of 4 ITMs (science professors, science education professors, science specialists, and master teachers). The ITMs are provided with over 100 contact hours of professional development at Professional Development Academies (PDAs) . The professional development is focused on six major strands. These strands reflect the foundation of contemporary science education reform delineated by programs such as Project 2061 , the National Science Education Standards , and the Texas Essential Knowledge and Skills (TEKS) . These strands are summarized as follows:
Extractions: Region II, 1999 P rofessional D evelopment A cademies (PDAs) Develop greater awareness and thorough understanding among the I nstructional T eam M embers (ITMs) (science professors, science education professors, master science teachers, and science specialist) of the elements that comprise science education reform in Texas. The PDA will enhance the knowledge, tools, and skills necessary to develop and sustain an infrastructure that will facilitate professional development activities as it applies to science teaching and learning. The professional development each of the ITMs receive will achieve the following objectives: Objectives Become knowledgeable of the T exas E ssential ... kills (TEKS) and the National Science Education Standards and strategies of aligning professional development with the TEKS and National Standards.
Extractions: This project was funded by the NASA IDEAS program at the Space Telescope Science Institute in February, 1999. The following UT-Austin undergraduate astronomy majors worked with the fifth grade classes at T A Brown: In addition, Brad Armosky of the McDonald Observatory Public Information Office worked with the grade 6 Young Scientists classroom. The teachers at T A Brown were: Fall 1999 Semester Activities Great Explorations in Math and Science guides from Lawrence Hall of Science are the main source of activities for the classes. Over the course of six weeks, these activities, mostly from Earth, Moon, and Stars (EMS) by Cary Sneider, were done by the students. The Texas Essential Knowledge and Skills for grades 5 and 6 are shown in the accompanying TEKS links for each activity. Ancient Models of the World, EMS Activity 1
Extractions: Sample Seminar Lesson Plans Fluent Reading: What does it sound like? by Kathryn Hooper Helping Children Choose Books Appropriate for Them by Stacy Thomas Listening Seminar Plan by Shelley Nordick Parent Conferencing by Candra Thornton Planning (Ahead!) by Laura Guli Positive Language by Alix Mullin Writing Letters to Parents by Misty Sailors For more lesson plans that are useful to all aspects of teaching, please look at ALL-Level Below Texas Essential Knowledge and Skills for English Language Arts and Reading (TEKS), Subchapter B. Middle School By Ann E. Bender Dealing With Diversity in Your Classroom by Cynthia Duda Establishing and Maintaining Effective Peer Relationships on Campus by Courtney Glazer Integrating Video in the Classroom by Laurie Williams Looking at Teachers Among Us: A Workshop in Conceptions of Teaching by Courtney Glazer Starting the School Year off with a Bang! by Tara Meeden Student Teaching by Leslie Crawford-Lipovski What is Observation? by Leslie Crawford-Lipovski Computers in Foreign Language Classes by Barbara Harper Designing Your Professional Portfolio by Candra Thornton How do you infuse technology into your lessons when you have just one computer?
