Program Overview. Goal Program Objectives Preceptor Roles Role Model Educator Facilitator Evaluator

Size: px
Start display at page:

Download "Program Overview. Goal Program Objectives Preceptor Roles Role Model Educator Facilitator Evaluator"

Transcription

1 Preceptor Program A Collaboration California Economic and Workforce Development Regional Health Occupations Resource Center The Orange County Ethnic Workforce Initiative The Nurse Workforce Initiative 1

2 Program Overview Goal Program Objectives Preceptor Roles Role Model Educator Facilitator Evaluator 2

3 Icebreaker Activity 3

4 Module One Preceptor Role 4

5 Definitions Preceptor Preceptee Preceptorship 5

6 Module 1: Role DACUM Develop A CurriculUM A method to determine the competencies or tasks in a given job. Philosophy that expert workers can most accurately describe the job. 6

7 DACUM Process Job Duty Task Step Knowledge and Skills Equipment Traits and Behaviors 7

8 Role Transition Staff Nurse Preceptor 8

9 Activity (preceptor qualities) 9

10 An Effective Preceptor Knowledge Skills Attitudes 10

11 Knowledge Policies/procedures Practice standards Routines Documentation Preceptee s s job description Biculturalism Resources Principles of teaching/learning/ adult education Teamwork 11

12 Attitudes Respectful Realistic Patient Open-minded Dependable Good Listener Supportiveness Positive Sense of humor Constructive Mature Honest 12

13 Skills Patient care Communication Use of equipment Use of resources Interpersonal relations Work organization Problem-solving Decision-making Priority-setting Delegation 13

14 Preceptor s s Expectations Role definition Performance expectations Delineation of responsibilities Enumeration of expected outcomes for the preceptor program Valid and reliable evaluation tools 14

15 Preceptor s s Expectations Available resources Support system Adequate preparation for the role Adequate training 15

16 Responsibilities of the Preceptee Identifies own learning needs Is active in the learning process Readily asks questions 16

17 Responsibilities of the Preceptee (continued) Reads and follows policy/procedure manuals Utilizes resources Identifies goals Competencies Reports concerns Evaluates 17

18 Preceptee Expectations Job Description Preceptor/Job Expectations Unit staff Responsibilities Evaluation Tools/Measures Hands-on Experiences Support Systems 18

19 Stress Internal Stress External stress 19

20 Reality Shock Reality shock phases Honeymoon Shock Recovery Resolution 20

21 Reality Shock - Honeymoon Characteristics Everything is wonderful Excited Rose-colored glasses Enthusiastic 21

22 Reality Shock - Honeymoon Strategies Take an interest Help to set realistic expectations Encourage to ask questions about the history of the organization Assist to focus on developing a reputation for competence 22

23 Reality Shock - Shock Characteristics Anger, moral outrage Frustration, rejection Confusion Disappointment Disillusionment 23

24 Reality Shock - Shock Strategies Be a good listener Encourage a look at current learning status Focus on the good things Create a climate for learning It is all right to be a learner Prevent feelings of abandonment 24

25 Reality Shock - Recovery Characteristics Stress is reduced Able to grasp the role Realized the truth; more than one perspective exists Sense of humor begins to return 25

26 Reality Shock - Recovery Strategies Nurture ability to see humor in the situation Give positive feedback; share stories about preceptor s s own first work experience Assist to turn disappointments into learning experiences 26

27 Reality Shock - Resolution Characteristics Adjustment job hopping returning to school Bicultural adaptation Integration of two conflicting value systems 27

28 Reality Shock - Resolution Strategies Assist to evaluate work situation objectively Help identify appropriate and obtainable goals Discuss constructive problem-solving 28

29 Implementing a Program Roles Responsibilities Plan 29

30 Module Two Role Model 30

31 Module 2: Role Model Role Modeling is a process in which an individual identifies with and assumes the values and behaviors of another person that ultimately results in behavior modification that is usually permanent. (Bidwell & Braswell) 31

32 Role Model Demonstrates by example how competent staff perform their job Attributes include Clarity Consistency Openness Communicativeness Specificity Accessibility 32

33 Role Model Provides competent patient care. Examples: 33

34 Role Model Maintains current practice. Examples: 34

35 Role Model Participates in unit governance Examples: 35

36 Role Model Serves as resource person. Examples: 36

37 Role Model Maintains effective working relationships with all members of the healthcare team. Examples: 37

38 Role Model Demonstrates time management and organizational skills. Examples: 38

39 Role Model Promotes effective communication. Example: 39

40 Activity (drawing) 40

41 41

42 42

43 Role Modeling Communication Who What When Where How Why 43

44 Module Three Educator 44

45 Learning: A Higher Mental Process Differs from instinct Complex Lots of theories Still researching.. 45

46 What influences learning? 46

47 Environment Stress Noise Busyness 47

48 Culture Generational Ethnic Gender 48

49 Intellectual Ability 49

50 Primary Language 50

51 Philosophy of Education Liberal Progressive Behaviorist Humanistic Radical 51

52 Memory Learning by association Learning through contextualism 52

53 Transfer of Learning Program participants Program design and delivery Program content Changes required to apply learning Resistance to change Activity Organizational context Community/Societal forces 53

54 Categories of Learning Knowledge Attitudes Skills 54

55 Kolb s s Learning Style Inventory Keep sheet together Rate each question Don t t try to read into the questions Go with your first response Don t t go back Press hard to go through to back copy Follow directions for scoring 55

56 Ranking 4= most 1=least 3= next most 2= left over 56

57 The Learning Process CE Perceiving AE Processing RO AC 57

58 Learning Styles Concrete Experience (CE) Reflective Observation (RO) Abstract Conceptualization (AC) Active Experimentation (AE) 58

59 Concrete Experience Learning opportunity Personal meaning Why is this important to me? Feelings important 59

60 Abstract Conceptualization Logic & ideas Systematic planning Thirst for knowledge Feelings less important 60

61 Reflective Observation Planning Mull it over Need time 61

62 Active Experimentation Does this work? Practical Hands-on 62

63 The Learning Process CE Perceiving AE Processing RO AC 63

64 Sample Learning Profiles 64

65 Profiles 1 and 2 CE RO Concrete Experience and Reflective Observation Reflectors 65

66 Profiles 3 and 4 RO AC Abstract Conceptualization and Reflective Observation Theorizers 66

67 Profiles 5 and 6 AE AC Abstract Conceptualization and Active Experimentation Pragmatists 67

68 Profiles 7 and 8 CE AE Active Experimentation and Concrete Experience Activists 68

69 Profile 9 CE AE RO AC 69

70 Profile 10 CE AC 70

71 Profile 11 AE RO 71

72 Profile 12 CE AE RO AC 72

73 Comparing Learning Styles No good or bad, just different How you learn best Focus on improving other areas Respect the differences 73

74 The Learning Process Stage 4 Perceiving CE Stage 1 AE Processing RO Stage 3 Stage 2 AC 74

75 Learning Activities Stage 1 Personal Interest Reason for learning Motivation How does it relate to me 75

76 Learning Activities Stage 2 Gather important facts Direct teaching 76

77 Learning Activities Stage 3 Using the material Hands-on practice Experimental Action-oriented oriented 77

78 Learning Activities Stage 4 Integration into practice Relate to information you already hold 78

79 Additional Learning Styles Logical/mathematical Verbal/linguistic Intrapersonal Interpersonal Visual/spatial Body/kinesthetic Musical/rhythmic 79

80 Principles of Adult Learning Malcolm Knowles Learning retention Relationships to Kolb s s work AE CE AC RO 80

81 Activity (napkins) 81

82 Teaching Psychomotor Skills Steps Prepare Present Try-out Follow-up 82

83 Cycle of Teaching Follow-up Prepare Tryout Present 83

84 Prepare Plan Assess readiness Motivate 84

85 Present Demonstration Return demonstration 85

86 Try out Trial with cueing by instructor Behavior modeling Reinforce 86

87 Follow-up Encourage questions Feedback Model behavior Taper off Evaluate 87

88 Psychomotor Skills Effective methods in teaching Be prepared Motivate Create safe learning environment Develop a trusting relationship with preceptee 88

89 Determining Learning Needs Current level of performance Identify what needs to be learned Prioritize Needs High risk/high frequency Mandated Learning needs mutually agreed-upon 89

90 Levels of Competency Novice Advanced beginner Competent Proficient Expert 90

91 Selecting Teaching Methods Knowledge Skills Attitudes 91

92 Knowledge Attitudes Skills Kolb Learning Activity Reading Role play Providing patient care Practice on Mannequins Asking questions 92

93 Creating a Learning Plan Who? What? When? Where? How? Why? 93

94 Goal Setting The most important thing about goals is having them. 94

95 Goal Setting Purpose Benefits Barriers 95

96 Goal Characteristics Mutual Relevant Positive Realistic Measurable Written Specific 96

97 Activity Write one positive, realistic, measurable, and obtainable goal you might set for a preceptee in your work setting. 97

98 Using Goals Meet with preceptee regularly Encourage preceptee to come prepared with a list and self-evaluation evaluation Limit number of goals Do not duplicate competency lists Share ideas Plan to reevaluate 98

99 Model Goal Setting Long Term Goals If you want to do something better, you must do something different that requires a change. Letter to self 99

100 Day Two Preceptor Workshop 100

101 Review Homework Assignments 101

102 Module Four Facilitator 102

103 Facilitator Familiarize with physical environment People tool Scavenger hunt 103

104 Facilitator Promote sense of belonging Socializing to the unit Unwritten rules 104

105 Facilitator Arranging the Clinical Experience Choosing assignments Negotiating with staff 105

106 Video A Peacock in the Land of Penguins 106

107 Facilitator Develop reflective thinkers Model a systematic approach to thinking and problem solving Foster critical thinking 107

108 Activity (Brain teasers) 108

109 109

110 Critical Thinking People Are: Truth seeking Open-minded Analytical Systematic Self-Confident Inquisitive Mature 110

111 Decision Making A systematic sequential process of choosing among alternatives and putting the choice into action. (W. Lancaster & J. Lancaster, 1982) 111

112 Decision Making Analyzing alternative courses of action, their potential effects, and selecting the best course of action Implementing the selected action, monitoring the effects and reevaluating the decision in light of the effects 112

113 Problem Solving Problem solving is cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver. (Mayer & Wittrock, 1996) 113

114 Problem Solving Rational, analytical thinking An investigative action Use of the nursing process Assess Plan Implement Evaluate 114

115 Critical Thinking A composite of the attitudes, knowledge, and skills. (Watson & Glaser, 1980) A process, the goal of which is to make reasonable decisions about what to believe in and what to do. (Ennis, 1996) 115

116 Paul, Binker, Adamson, and Martin (1989) The art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible. 116

117 Critical Thinking Steps Peter Facione 1998 Interpretation Analysis Inference Explanation Evaluation Self regulation 117

118 Interpretation Components Categorizing Decoding Clarifying meaning 118

119 Interpretation Distinguish facts, assumptions, and inferences Knowledge component Interpret data 119

120 Interpretation BP 160/98 Reports elevated BP Question to ask Tell me what you know about this drug, diagnosis, procedure, treatment? 120

121 Analysis Components Prioritizing Making relationships Making connections Defining various courses of action 121

122 Analysis Recognize the existence of problems Distinguish between relevant and irrelevant information Begin to analyze nursing problems and define the possible courses of action 122

123 Analysis Questions to ask What lab work would you want to monitor while the patient is on this drug? What are the elements in the patient s admission assessment findings that relate to the admitting diagnosis? What should you do first for this patient? 123

124 Case Study A MVA patient, age 13, had an open reduction of a right tibial fracture three days ago and is also in pelvic traction. She is complaining of pain in her right leg. She states that her pain level is an 8/10 and that it is worse than yesterday. The patient has Vicodin and MS ordered for pain. The preceptee prepares to medicate the patient with morphine. 124

125 Inference Components Drawing conclusions based on evidence/data Comprehending the meaning of subjective and objective data 125

126 Inference Weighing risks and benefits of various courses of actions Identifying gaps in information Making sound decisions 126

127 Inference Based on these symptoms, what conclusions can you draw? New nurses have a tendency to go for the obvious. 127

128 Case Study A MVA patient, age 13, had an open reduction of a right tibial fracture three days ago and is also in pelvic traction. She is complaining of pain in her right leg. She states that her pain level is an 8/10 and that it is worse than yesterday. The patient has Vicodin and MS ordered for pain. The preceptee prepares to medicate the patient with morphine. 128

129 Explanation Components Explaining Providing rationales for conclusions 129

130 Explanation Explaining in verbal or written format, sound reasons for actions taken or conclusions drawn Explaining relationships between data 130

131 Explanation Questions to ask Why would you want to do this treatment first? Why is this drug not used for this patient when it was prescribed for a patient with the same diagnosis? Why is the pain getting worse? 131

132 Explanation Why? So what? What if? What s s next? 132

133 Case Study The patient is admitted for atrial fibrillation, has CHF and is on bed rest. The patient s s medications include Heparin SQ bid and Digoxin daily. In discussing the patient s s medications with the preceptee, she tells you that heparin is given because the patient is on bed rest. 133

134 Evaluation Components Continuously assessing the data for relevancy to the situation Ensuring that the data supports the conclusion 134

135 Evaluation Questioning the data, signs and symptoms for relevancy Evaluating appropriateness of care Cost-effectiveness Anticipating, thinking ahead Looking at the big picture 135

136 Evaluation Questions to ask What would indicate to you that this medication has been effective? If a patient is developing an infection, what symptoms would you expect to see? 136

137 Self Regulation Components Continuously questioning, examining and monitoring one s thinking for accuracy 137

138 Self Regulation Asking questions Comparing and contrasting situations Seeking further data to support and validate conclusions 138

139 Self Regulation Last week you took care of a patient with a similar diagnosis. What symptoms are the same? What differences do you notice? 139

140 Self Regulation Questions to ask: Did an attitude or perception influence my conclusion? What is interfering or coloring the way I am looking at this situation? Am I drawing the wrong conclusion? Could I be overlooking something? 140

141 Self Regulation What am I missing? 141

142 Putting It Together Frame the Question Use the critical thinking components. Pose questions that encourage problem solving. Encourage the preceptee to come to you with questions/problems but also possible solutions. Why? What if? So what? What now? 142

143 Use Case Scenarios The physician leaves the following order for the patient who is one day post-op op appendectomy: 1. DAT 2. d/c IV fluids when taking fluids well What are the facts? What are the alternatives/choices? What other assessments should be made? What factors will influence the choice? How will know if I made the correct choice? What am I overlooking? 143

144 Build Confidence Give feedback that tells the preceptee that you trust their ability I I think you can handle this, but I am right here if you need me. 144

145 Build Confidence Acknowledge when the preceptee has made an appropriate decision. I I would have done the same thing. I I couldn t t have done it better. 145

146 Build Confidence Validate the preceptee s assessments/findings/ conclusions That s s exactly what I heard in the lungs. 146

147 Build Confidence Collaborate with the preceptee in making out assignments. Where do you think we should start today? 147

148 Build Confidence When setbacks or bad days occur, remind preceptee of their progress and successes. Remember the first time you recorded a code how everyone complimented you. 148

149 Practice Time 149

150 Conflict - Definition When what you have and what you want are different. A pattern of energy Nature s s primary motivation for change 150

151 Conflict Management Conflicts for Preceptee Preceptor Staff Manager 151

152 Causes of Conflict Personality differences Difference in values Difference in perspective Difference in goals Cultural differences 152

153 Conflict Myths Conflict is negative Conflict is a contest A sign of poor management 153

154 Conflict Myths (continued) If left alone, conflict will take care of itself Conflict must be resolved 154

155 Activity Face your partner. Place your hands against the other person s s hands. Person One face the screen. Person Two face away from the screen. 155

156 Person One When I say go push against your partner s s hands. 156

157 Change positions so Person Two is now facing the screen. 157

158 Person Two When I say Go,, push against your partner s s hands. Don t t back down. 158

159 New Directions Person Two When I say go push against your partner s s hands. 159

160 Change positions so Person One is now facing the screen. 160

161 Person One When I say Go,, give no resistance when your partner pushes your hands. 161

162 Conflict Mode Instrument Consider conflict situations. How do you usually respond? If neither response is typical, choose the one you would be more likely to use. 162

163 Conflict-Handling Modes Competing Collaborating Compromising Avoiding Accomodating 163

164 COMPETING COLLABORATING COMPROMISING AVOIDING ACCOMODATING 164

165 Competing Forcing Assertive and uncooperative Power-oriented oriented Useful for: Standing up for rights Defending an important position Trying to win 165

166 Accommodating Smoothing Unassertive and cooperative Involves self- sacrifice Useful for: Charitable causes/generosity Obeying orders Yielding to another point of view 166

167 Avoiding Withdrawing Unassertive and uncooperative Does not address conflict Useful for: Diplomatic sidestepping Avoiding until a better time Withdrawing form a threatening situation 167

168 Collaborating Problem Solving Assertive and cooperative Seeks to satisfy both sides Useful for: Gaining additional insights Avoiding negative competition for resources Solving interpersonal problems 168

169 Compromising Sharing Somewhat assertive and somewhat cooperative Solutions are mutually satisfying; acceptable to all Useful for: Splitting the difference Making concessions Finding a quick middle-ground position 169

170 TKI Profile Were you surprised? Compare with others No wrong answers Are there strategies you want to explore? Which strategies work in which situations? 170

171 Module Five Evaluator 171

172 Evaluation Observable and measurable Learning can only be inferred Change in behavior Based on standards of performance 172

173 Evaluation Process Formative evaluation Summative evaluation Documentation Tools 173

174 Performance Evaluation Participative Using Goals Long Term Goals 174

175 Communication is the Key Body Language Perceptions 175

176 Effective Communication Who? What? When? Where? How? Why? 176

177 Activity (Perceptions/Paying Attention) 177

178 178

179 179

180 180

181 181

182 182

183 Assertive Communication Changing the message: I think I feel... I want I m m concerned that 183

184 Coaching the Preceptee Definition Coaching Conversations Feedback Problem Solving Developmental 184

185 Coaching the Preceptee Constructive Feedback Provides information to improve performance. Is a vehicle to promote constructive relationships. Promotes an environment of openness and mutual respect. 185

186 Constructive Feedback Provides a way to monitor how things are going. Creates a way for issues to come to the forefront before they become major problems. Keeps lines of communication open. Assists staff in owning problems and creating solutions. 186

187 Constructive Feedback Steps Engage Empathize Educate Enlist 187

188 What to do when. Preceptees you might encounter Discussion Role play 188

189 Evaluating Performance Satisfactory/Remediation Ongoing and written Criteria Consistent demonstration Demonstration with minimal prompt Demonstration with repeated prompts 189

190 Formative Evaluation Ongoing process and documentation Weekly updates with preceptee Multiple preceptors must communicate Written goals and follow-up No surprises at end of orientation 190

191 Summative Evaluation Collaboration with Manager Meet with manager before preceptorship begins Decide what data must be collected. Develop methods to collect the data. 191

192 Final Evaluation Manager s s responsibility Clarify preceptor role Analyze and interpret the data Write the evaluation report Share the evaluation results with preceptee 192

193 Putting it all together Tools Conducting the Program Focus Daily tasks (goals) Evaluate Documentation 193

194 Preceptor Support Ideas for recognition, incentives, rewards Resources for preceptors Support Groups Advanced training 194

195 Beyond Preceptoring Letting go Mentoring Changing the relationship Support rather than judge 195

196 196

197 197

The One Minute Preceptor: 5 Microskills for One-On-One Teaching

The One Minute Preceptor: 5 Microskills for One-On-One Teaching The One Minute Preceptor: 5 Microskills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed

More information

WORK OF LEADERS GROUP REPORT

WORK OF LEADERS GROUP REPORT WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

Red Flags of Conflict

Red Flags of Conflict CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or

More information

Alpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are:

Alpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are: Every individual is unique. From the way we look to how we behave, speak, and act, we all do it differently. We also have our own unique methods of learning. Once those methods are identified, it can make

More information

MENTORING. Tips, Techniques, and Best Practices

MENTORING. Tips, Techniques, and Best Practices MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after

More information

Modified Systematic Approach to Answering Questions J A M I L A H A L S A I D A N, M S C.

Modified Systematic Approach to Answering Questions J A M I L A H A L S A I D A N, M S C. Modified Systematic Approach to Answering J A M I L A H A L S A I D A N, M S C. Learning Outcomes: Discuss the modified systemic approach to providing answers to questions Determination of the most important

More information

SIMULATION CENTER AND NURSING RESOURCE LABORATORY

SIMULATION CENTER AND NURSING RESOURCE LABORATORY SIMULATION CENTER AND NURSING RESOURCE LABORATORY AWARDED ACCREDITATION 2014-2019 SIMULATION DESIGN BEST PRACTICES LEARNER CENTERED OBJECTIVES COLLABORATION QUALITY AND SAFETY CONFIDENCE AND COMPETENCY

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16 SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

Mastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall.

Mastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall. Chapter 2 Mastering Team Skills and Interpersonal Communication Chapter 2-1 Communicating Effectively in Teams Chapter 2-2 Communicating Effectively in Teams Collaboration involves working together to

More information

Introduction 1 MBTI Basics 2 Decision-Making Applications 44 How to Get the Most out of This Booklet 6

Introduction 1 MBTI Basics 2 Decision-Making Applications 44 How to Get the Most out of This Booklet 6 Contents Introduction 1 Using Type to Make Better Decisions 1 Objectives 1 MBTI Basics 2 Preferences and Type 2 Moving from Preferences to Type: Understanding the Type Table 2 Moving from Type to Type

More information

White Paper. The Art of Learning

White Paper. The Art of Learning The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

VIEW: An Assessment of Problem Solving Style

VIEW: An Assessment of Problem Solving Style 1 VIEW: An Assessment of Problem Solving Style Edwin C. Selby, Donald J. Treffinger, Scott G. Isaksen, and Kenneth Lauer This document is a working paper, the purposes of which are to describe the three

More information

Effectively Resolving Conflict in the Workplace

Effectively Resolving Conflict in the Workplace Effectively Resolving Conflict in the Workplace Presented by: Jordan Rodney June 2016 What Do You See in This Picture? What Do You See in This Picture? What Do You See in This Picture? What Do You See

More information

Coaching Others for Top Performance 16 Hour Workshop

Coaching Others for Top Performance 16 Hour Workshop Coaching Others for Top Performance 16 Hour Workshop Content & Outcomes The Coaching Others for Top Performance workshop explores The Principles and Qualities of Genuine Leadership and focuses on developing

More information

I N T E R P R E T H O G A N D E V E L O P HOGAN BUSINESS REASONING INVENTORY. Report for: Martina Mustermann ID: HC Date: May 02, 2017

I N T E R P R E T H O G A N D E V E L O P HOGAN BUSINESS REASONING INVENTORY. Report for: Martina Mustermann ID: HC Date: May 02, 2017 S E L E C T D E V E L O P L E A D H O G A N D E V E L O P I N T E R P R E T HOGAN BUSINESS REASONING INVENTORY Report for: Martina Mustermann ID: HC906276 Date: May 02, 2017 2 0 0 9 H O G A N A S S E S

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

More information

Introduction TO CONFLICT Management

Introduction TO CONFLICT Management Introduction TO CONFLICT Management I M P R O V I N G P E R F O R M A N C E U S I N G T H E T K I KENNETH W. THOMAS INTRODUCTION If you recently took the Thomas-Kilmann Conflict Mode Instrument (TKI),

More information

Assessment. the international training and education center on hiv. Continued on page 4

Assessment. the international training and education center on hiv. Continued on page 4 the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework

More information

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL 1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,

More information

What Am I Getting Into?

What Am I Getting Into? 01-Eller.qxd 2/18/2004 7:02 PM Page 1 1 What Am I Getting Into? What lies behind us is nothing compared to what lies within us and ahead of us. Anonymous You don t invent your mission, you detect it. Victor

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Second Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model

Second Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model Second Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model suite The Second Step Suite and the WSCC model share the common goals of supporting the safety, well-being, and success

More information

Spring Course Syllabus. Course Number and Title: SPCH 1318 Interpersonal Communication

Spring Course Syllabus. Course Number and Title: SPCH 1318 Interpersonal Communication Spring 2016 1 Course Syllabus Course Number and Title: SPCH 1318 Interpersonal Communication Course Description Application of communication theory to interpersonal relationship development, maintenance,

More information

SSIS SEL Edition Overview Fall 2017

SSIS SEL Edition Overview Fall 2017 Image by Photographer s Name (Credit in black type) or Image by Photographer s Name (Credit in white type) Use of the new SSIS-SEL Edition for Screening, Assessing, Intervention Planning, and Progress

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational

More information

Critical Thinking in Everyday Life: 9 Strategies

Critical Thinking in Everyday Life: 9 Strategies Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

2017 FALL PROFESSIONAL TRAINING CALENDAR

2017 FALL PROFESSIONAL TRAINING CALENDAR 2017 FALL PROFESSIONAL TRAINING CALENDAR Date Title Price Instructor Sept 20, 1:30 4:30pm Feedback to boost employee performance 50 Euros Sept 26, 1:30 4:30pm Dealing with Customer Objections 50 Euros

More information

Mathematics Program Assessment Plan

Mathematics Program Assessment Plan Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review

More information

4a: Reflecting on Teaching

4a: Reflecting on Teaching Domain 4: 4a: Reflecting on Teaching Professional Responsibilities Reflecting on teaching encompasses the teacher s thinking that follows any instructional event, an analysis of the many decisions made

More information

Ministry of Education General Administration for Private Education ELT Supervision

Ministry of Education General Administration for Private Education ELT Supervision Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means

More information

A BOOK IN A SLIDESHOW. The Dragonfly Effect JENNIFER AAKER & ANDY SMITH

A BOOK IN A SLIDESHOW. The Dragonfly Effect JENNIFER AAKER & ANDY SMITH A BOOK IN A SLIDESHOW The Dragonfly Effect JENNIFER AAKER & ANDY SMITH THE DRAGONFLY MODEL FOCUS GRAB ATTENTION TAKE ACTION ENGAGE A Book In A Slideshow JENNIFER AAKER & ANDY SMITH WING 1: FOCUS IDENTIFY

More information

What is Thinking (Cognition)?

What is Thinking (Cognition)? What is Thinking (Cognition)? Edward De Bono says that thinking is... the deliberate exploration of experience for a purpose. The action of thinking is an exploration, so when one thinks one investigates,

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

COSCA COUNSELLING SKILLS CERTIFICATE COURSE

COSCA COUNSELLING SKILLS CERTIFICATE COURSE COSCA COUNSELLING SKILLS CERTIFICATE COURSE MODULES 1-4 (REVISED 2004) AIMS, LEARNING OUTCOMES AND RANGES February 2005 page 1 of 15 Introduction The Aims, Learning Outcomes and Range of the COSCA Counselling

More information

What to Do When Conflict Happens

What to Do When Conflict Happens PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace

More information

Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013

Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Nutrition Practice Standards are provided to assist staff in translating policy into practice. This guidance

More information

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program Program Alignment 2009 CARF Child and Youth Services Standards Manual: Section 2.G Nonviolent Practices & The goal is to eliminate the use of seclusion and restraint in child and youth services, as the

More information

Section 1: Basic Principles and Framework of Behaviour

Section 1: Basic Principles and Framework of Behaviour Section 1: Basic Principles and Framework of Behaviour Section 1 Basic Principles and Framework of Behaviour 1. BASIC PRINCIPLES AND FRAMEWORK OF BEHAVIOUR Introduction Children experiencing behavioural

More information

Course Law Enforcement II. Unit I Careers in Law Enforcement

Course Law Enforcement II. Unit I Careers in Law Enforcement Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning

More information

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,

More information

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016 AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory

More information

CLINICAL EDUCATION EXPERIENCE MODEL; CLINICAL EDUCATION TRAVEL POLICY

CLINICAL EDUCATION EXPERIENCE MODEL; CLINICAL EDUCATION TRAVEL POLICY CLINICAL EDUCATION EXPERIENCE MODEL; CLINICAL EDUCATION TRAVEL POLICY Clinical Education Assignments: Clinical Education Experience Model Prior to officially being admitted into the athletic ATHTR major,

More information

What s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1

What s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1 COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of

More information

Cognitive Thinking Style Sample Report

Cognitive Thinking Style Sample Report Cognitive Thinking Style Sample Report Goldisc Limited Authorised Agent for IML, PeopleKeys & StudentKeys DISC Profiles Online Reports Training Courses Consultations sales@goldisc.co.uk Telephone: +44

More information

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION

More information

RESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE

RESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series TOASTMASTERS INTERNATIONAL P.O. Box 9052 Mission Viejo, CA 92690 USA Phone:

More information

understandings, and as transfer tasks that allow students to apply their knowledge to new situations.

understandings, and as transfer tasks that allow students to apply their knowledge to new situations. Building a Better PBL Problem: Lessons Learned from The PBL Project for Teachers By Tom J. McConnell - Research Associate, Division of Science & Mathematics Education, Michigan State University, et al

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 Number and Title: Semester Credits: 3 Prerequisite: SOWK 8390, Advanced Direct Practice III: Social Work Practice

More information

Social and Emotional Learning Talking Points - November 2011

Social and Emotional Learning Talking Points - November 2011 Social and Emotional Learning Talking Points - November 2011 Austin lsd, in collaboration with the Collaborative for Academic, Social, and Emotional Learning (CASEL), has been awarded a grant from the

More information

The Foundations of Interpersonal Communication

The Foundations of Interpersonal Communication L I B R A R Y A R T I C L E The Foundations of Interpersonal Communication By Dennis Emberling, President of Developmental Consulting, Inc. Introduction Mark Twain famously said, Everybody talks about

More information

Coping with Crisis Helping Children With Special Needs

Coping with Crisis Helping Children With Special Needs Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National

More information

Youth Mental Health First Aid Instructor Application

Youth Mental Health First Aid Instructor Application Youth Mental Health First Aid Instructor Application April 6 10, 2015 Somerset Church of the Brethren Overview: Becoming a Mental Health First Aid Instructor Becoming a Mental Health First Aid instructor

More information

Queen's Clinical Investigator Program: In- Training Evaluation Form

Queen's Clinical Investigator Program: In- Training Evaluation Form Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5

More information

INDEPENDENT STUDY PROGRAM

INDEPENDENT STUDY PROGRAM INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives

More information

IEP AMENDMENTS AND IEP CHANGES

IEP AMENDMENTS AND IEP CHANGES You supply the passion & dedication. IEP AMENDMENTS AND IEP CHANGES We ll support your daily practice. Who s here? ~ Something you want to learn more about 10 Basic Steps in Special Education Child is

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL)  Feb 2015 Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication

More information

Explorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous

Explorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre

More information

By Merrill Harmin, Ph.D.

By Merrill Harmin, Ph.D. Inspiring DESCA: A New Context for Active Learning By Merrill Harmin, Ph.D. The key issue facing today s teachers is clear: Compared to years past, fewer students show up ready for responsible, diligent

More information

Developing Students Research Proposal Design through Group Investigation Method

Developing Students Research Proposal Design through Group Investigation Method IOSR Journal of Research & Method in Education (IOSR-JRME) e-issn: 2320 7388,p-ISSN: 2320 737X Volume 7, Issue 1 Ver. III (Jan. - Feb. 2017), PP 37-43 www.iosrjournals.org Developing Students Research

More information

Study Group Handbook

Study Group Handbook Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting

More information

Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016

Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016 Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016 WHO WE ARE. Triple P Ontario Network - multi-sectoral - voluntary - 10 years + Halton Region - York Region and Simcoe County

More information

Simulation in Maritime Education and Training

Simulation in Maritime Education and Training Simulation in Maritime Education and Training Shahrokh Khodayari Master Mariner - MSc Nautical Sciences Maritime Accident Investigator - Maritime Human Elements Analyst Maritime Management Systems Lead

More information

Student-Athlete. Code of Conduct

Student-Athlete. Code of Conduct Student-Athlete Code of Conduct Student-Athlete Code of Conduct The Student-Athlete Code of Conduct explains the responsibilities of student athletes and serves as a guide for their conduct. If there are

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Lesson Plan. Preparation

Lesson Plan. Preparation General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

Listening to your members: The member satisfaction survey. Presenter: Mary Beth Watt. Outline

Listening to your members: The member satisfaction survey. Presenter: Mary Beth Watt. Outline Listening to your members: The satisfaction survey Listening to your members: The member satisfaction survey Presenter: Mary Beth Watt 1 Outline Introductions Members as customers Member satisfaction survey

More information

THE FIELD LEARNING PLAN

THE FIELD LEARNING PLAN THE FIELD LEARNING PLAN School of Social Work - University of Pittsburgh FOUNDATION FIELD PLACEMENT Term: Fall Year: 2009 Student's Name: THE STUDENT Field Liaison: Name of Agency/Organization: Agency/Organization

More information

Teen Stress and Depression

Teen Stress and Depression Wellness Teen Stress and Depression TABLE OF CONTENTS Note to Teachers 2 Standards 3 Levels of Learning 4 Library 5 Student Activities 6 Assessments 7 Modifications 8 Health Wellness Secondary 9-12 Donna

More information

MYCIN. The MYCIN Task

MYCIN. The MYCIN Task MYCIN Developed at Stanford University in 1972 Regarded as the first true expert system Assists physicians in the treatment of blood infections Many revisions and extensions over the years The MYCIN Task

More information

Unit 3. Design Activity. Overview. Purpose. Profile

Unit 3. Design Activity. Overview. Purpose. Profile Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design

More information

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website

More information

What is PDE? Research Report. Paul Nichols

What is PDE? Research Report. Paul Nichols What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized

More information

Chapter 9 The Beginning Teacher Support Program

Chapter 9 The Beginning Teacher Support Program Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )

- COURSE DESCRIPTIONS - (*From Online Graduate Catalog ) DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION

More information

SACS Reaffirmation of Accreditation: Process and Reports

SACS Reaffirmation of Accreditation: Process and Reports Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education

RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5

More information

Cleveland State University Introduction to University Life Course Syllabus Fall ASC 101 Section:

Cleveland State University Introduction to University Life Course Syllabus Fall ASC 101 Section: Cleveland State University Introduction to University Life Course Syllabus Fall 2016 - ASC 101 Section: Day: Time: Location: Office Hours: By Appointment Instructor: Office: Phone: Email: @CSU_FYE (CSU

More information