Executive Summary. Colegio Teresiano. Ms. Claudia Cuadra, Director Km 5 1/2 Carretera a Masaya Managua00000
|
|
- Wesley Bennett Houston
- 6 years ago
- Views:
Transcription
1 Ms. Claudia Cuadra, Director Km 5 1/2 Carretera a Masaya Managua00000 Document Generated On July 31, 2014
2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 9
3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1
4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? ColegioTeresiano is located on Avenida de la Unión Europea, Km 5 highway to Masaya; it is surrounded by middle-class residential areas, entertainment and shopping malls, and it covers an area of acresof land which is distributed into green areas and infrastructure built for school instruction. Currently there are 1,176 students from pre-school to eleventh grade, from which 721belong to the Spanish Program and 456to the bilingual one; these are distributed as follows: - A classroom pre-kindergarten-1and pre-kindergarten-2 with a number of 50 students in total, and an average of 25 students per class. - Kindergarten with 28students - Two classrooms from first to third grades in the Bilingual Program with 142students thus showing an average of 24 students per class. - A classroom for fourth, fifth, and sixth grades in the Bilingual Program with an average of 32students per class. These classes have a greater number of students now because they were small separate groups in the past, but they are now a whole fused class. - Classrooms from seventh to eleventh grades in the Bilingual Program with 139students, and the average number of students per class is28. - Two classrooms for first and second level of preschool with a whole number of 48students and an average of 24students for each class. - Two classrooms for third level of preschool in the Spanish Program with a whole number of 53students and an average of 26 pergroup. - Two classrooms for first and second grades in the Spanish Program with a whole number of 116students and an average of 29students for each group. - Two classrooms for third to sixth grades in the Spanish Program with a whole number of 222students and an average of 28 students per group. - Two classrooms from seventh to eleventh grades with a whole number of 282students and an average of 28 students per group. Students' population belongs to middle class citizens, and they all come from different areas of the capital and the provinces of Masaya, Granada, and Carazo. Most of these students' parents have obtained a college degree and they both work out of home. Professional personnel (teachers) are distributed as follows: - From preschool to second grade,in the Spanish program there are 23 teachers, and from these, there is a Program Director (coordinator), four assistant teachers, coordination's assistant, a psychologist, and an instructor who is in charge of helping out students with reading and writing (Reinforcement) - From third to sixth grade, in the Spanish Program, there are 23 teachers, and from these, there is a Program Director (coordinator), coordination's assistant, and a psychologist. - In the Spanish High SchoolProgram, there are 28 teachers, and from these there is a Program Director (coordinator), a psychologist, the coordination's assistant, and a an instructor who is in charge of helping out students with mathematics (Reinforcement) - From preschool to 3rd grade, in the Bilingual Program, there are 21teachers, and from these, there is a Program Director (coordinator), three assistant teachers for preschool, coordination's assistant, a psychologist, and an instructor who is in charge of helping out students with the English subject (Reinforcement) Page 2
5 - Middle School is made up of 11 teachers, and from these, there is a Program Director (coordinator), coordination's assistant, and the support of the psychologist that assists the Spanish Program from 3rd to 6th grades. - Finally in the Bilingual High School Program there are 9 teachers and from these there is a Program Director (coordinator), a psychologist, and the coordination's assistant A Professional Development Program was created in order to benefit teachers and consequently strengtheneducational practices at school. The main purpose of the program is to target training workshops for the classroom setting performance through Action-Reflection-Action workshops, interactive groups, psychomotricity, inclusive education, TICs workshops, among other trainings offered, so that teachers can be capable of creating and motivating activities where students can explore high-level thinking activities as well as new strategies for the development of their capacities and skills. There is a follow-up and a close coaching for new teachers regarding: teaching methodology, evaluation system, and guidelines for becoming a new teacher at, and this is stressed from subject areas and coordinations in order to guarantee the new personnel'squalificationin teaching methodology, technology, and human relations. For many years the school offered an ESL (English as a Second Language) year course to students who came from the Spanish Program of from other schools and wanted to enroll in seventh grade of the Bilingual Program; this was tailored to strengthening these students' writing, reading, speaking, and listening skills in the Foreign (English) Language. This course benefitted the new students' development of skills for the language use and for the permanence in High school successfully. On the other hand, the personnel supporting the educational process and management are made up of two receptionists, two employees in the registrar's office, and a secretary at the school head office. The school also has four librarians located in three libraries within the school. The school Administrative staff is organized as follows: five employees in the administrative office for attention and management, there is also a bookstore, three professionals in the IT Support, a nurse, a driver, five people who work for maintenance, 17 housekeepers, 8 landscapers, and 5 security guards. The school also has a shuttle service that offers transportation where most of the students live. Page 3
6 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The school has confirmed purpose and management where the idea of becoming a learning community is expressed. This purpose and management is committedto a transformational humanizing education. In order to achieve this goal, contextualized educational practices are developed to strengthen the respectful relations about each person's dignity and favor other training processes for all members. We set ourselves the goal of offering and guaranteeing quality education as well as meaningful learning which teaches students to learn from learning. Likewise, in order to accomplish the objective of a quality, relevant, and contextualized education, we want to ensure a process-centric management of significant learning, encourage dialogue, reflection and enhance leadership and the development of critical-reflective consciousness, to shape citizens committed to justice, peace and the transformation of their reality. We are incorporated as a Learning Community, and from this approach actions are being developed to link the different stakeholders: students, parents, faculty, and administrative staff and service, in order for them all to be involved as participants and persons in the projects carried out at school. Similarly, to ensure the effectiveness of educational processes, the school has a practice of systematic support to different learning experiences generated within the school and classroom in which students are directly involved.these processes aim to promote the students' learning skills and capacities regarding leadership. Monitoring of students' academic performance is done in order to assess the impact of the strategies implemented in the educational setting for the sake of students' success. In order to develop open participation processes with all stakeholders, different surveys, offering constructivist criticism and assessment of relevant topics and processes, have been undertaken in the school, and the results are data we must stress for continuous improvement. The institutional management supports processes favoring everyone's reflection, analysis, and fraternal relations, the close support of the various areas (faculty, students, parents) and the decision-making through dialogue, listening and consensus in order to ensure the purpose and school management. Based on our School's Educational Proposal, we seek the development of the individual in all his/her life's dimensions by promoting the experience of different cultural, human and civic valuesencouraged every month thus favoring spaces for the internalizing and relation with God; similarly, opportunities for the analysis of reality and commitment to the transformation of society are created. Page 4
7 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. During the last three years the school has implemented an infrastructure improvement plan based on its long-term Master Plan. The construction of two preschool classrooms, a library, a computer room and video have been made.along with Parents Association, the cafeteria was remodeled in order to provide a better care for students at recess and lunchtime. Besides, most toilets have been remodeled for students in Preschool, elementary and High school areas. The library service in preschool, elementary, and High Schools has been extended, and readers' club and book fair projects are encouraged. Furthermore, these libraries have been equipped with technological tools in order to be more accessible to students and to encourage research spaces and interaction with technology. The nursing service has been provided at school for more than four years; it supports students' health care and quality of life within the school. In order to facilitate students' interaction with technological means,we have installed Light-N computing terminals in the computer lab from elementary school; similarly, to promote pedagogical practice, teachers have access to teaching equipment such as mimios, MimioView, power strip and several data shows that support them while teaching. The institutional is a tool that fosters communication within the school and parents; thus it ensures the linkage within and outside the school. We are trying hard to strengthen communication at school, and for this purpose, we have the school web page and a Facebook account which may be used by all persons in contact with the school. In there we can see general and specific information about the school and this gives benefits to parents to keep in touch or to access needed information and alternatively participate in activities encouraged by the school. In recent years the school has implemented the application of standardized tests in third, fifth, seventh, and ninth grades and this has served to compare the academic performances among different groups. Students participate in various activities such as debates, intercollegiate contests, science fairs, and math contest organized by other schools or colleges. The school has excelled in the debate UAM (American University) XV Competitive Intercollegiate Debate Contestwhere our school students have achieved victories in consecutive years. Another achievement for students' development is the additional roomfor the artistic subjects for high school youth who now can take drawing and painting as a new subject choice aside of music and dance. As part of these new subjects,they will prepare and present a drawing and a painting project annually where their skills during the school year will be reflected. As part of the learning experiences implemented in different subjects,there are educational trips devoted to strengthen students' processes.for children: Apoyo Lagoon National Park, Masaya Volcano National Reserve, Zoo, and Museo del Agua (Museum of water); and for older students: Cathedral of León, Water Treatment Plant, and city of Granada, among others. Also, extracurricular activities have been strengthened as the school has excelled in sports and dance through participating in Movistar sports cups, Talentos Movistar (Movistar Talents), American Nicaraguan School Cup, Colegio Centroamérica Cup, Universidad Americana Cup, and in artistic shows we are invited by different dance schools. An ecology Projectwhere students have been involved, by encouraging all the learning community about the importance of environmental Page 5
8 stewardship, and a campaign in moral values encouraged by students' parents from grades two to seven in order to foster respect, friendship, and inclusion, have been implemented and they have given positive results for both students and parents' involvement. On the other hand, throughout the school year 2013 a teaching practice called Action-Reflection-Action was developed and put into practice in our school. This activity s objective was to motivate teachers to investigate and reflect in order to begin a process of continuous renovation and updating of their teaching practice. This process lasted 12 weeks, between the months of July to October. Some Elementary Spanish Program teachers and a High School teacher were part of this process, a teacher representing the main subjects in which students tend to show more difficulty with (Math, Spanish, Science and Social Studies in Elementary) and Math and Chemistry in High School, there was also one person in charge of accompanying the whole process. Because of the importance of this project and the positive results from last year s experience, currently there is a team of pedagogical leaders and some teachers that are developing this Project (from March to August). From first to fifth grade there was a different teaching practice developed, called Interactive Groups, its objective was to involve family members in children s educational process so they could also know and be aware of the teaching methodology implemented in the classrooms. For this activity parents and other family members presence was required. This process lasted 6 weeks, between the months of August to October parents came to the school twice a week and actively participated in the activities proposed by the teachers. There was a good response from behalf of parents and family members, every time there were about 6 members per group. Last year a curriculum analysis was conducted in the school from September to November. This evaluation took place only in the bilingual program. In this process was evaluated the alignment of the curriculum design and development with the school's purpose and direction. This curriculum revision consisted of two phases: In the first one was analyzed the curriculum design and in the second the curriculum development. In the first phase, the curriculum design was reviewed to determine the level by which this design is in accordance with the purpose and direction of the school and if its elements were adjusted to accomplish the kind of education to be achieved. In the second phase, the curriculum development was evaluated to figure out how the curriculum design is putting into practice in everyday learning and teaching processes. At the end of the analysis process, a final report was given to the school's board in order to specify the findings and the recommendations for improvements. In order to strengthen the Bilingual Program, the school adapted the Spanish and Bilingual Programs' curricula for the students who entered the bilingual one and the ones who had been in such a program for long since kindergarten with the aim of overlapping both curricula and respond to national needs and expectations as well as the bilingual schools. With the objective of providing quality teacher performance and commitment to the educational process, arevision process of each teacher's workloadhas been done, and it has been stated that the number of teachers' class hours and planning time will be the same including teachers' office hours for parents' attention. Similarly, the Psychology Department's staff has increased from 3-5 psychologists to assist students from different ages. A digital evaluation system was implemented three years ago and it has helped to the collection of academic data: the assessment criteria per subject and student, the total average per grade and classroom of all subjects, the statistics per grade, subject, and criterion, and the graphic of statistics presented. This system has enabled a fastand effective analysis of the results obtained bystudents in both the academic Page 6
9 and formativeaspects. From the analysis done by faculty, Pedagogical Support Team (accompanies), and Coordinators, various strategies and remedial plans have been designed to reach a common and primary goal to achieve and maintain academic quality. As stated in the Continuous Improvement Plan, at the school we have to achieve the objective of integrating all members of the learning community in the various activities that are driven from school. Parents integrate with a quick involvement in activities such as Kermis, Bingo, Family Day, Feast of St. Teresa, Talent Show with teachers' participation, Independence Day celebration, trainings, meetings to give out the students' report cards, as well as in recreation; the latter is alsosupported by the maintenance staff with the aim of creating community mingling with all members of the learning community. The parents' Association (APAFECT) does its work by giving recognition to outstanding and academic-excellence students within the School awards policies program, the scholarship system, the Kermis, Bingo, and infrastructure remodeling projects such as the cafeteria, chapel, and parking lot, among others. Graduate students of have been able to enter college in most cases; similarly, the ones who apply for an overseas scholarship obtain it, and they are known for their leadership in local and foreign colleges. Former students outstand in local colleges for their academic achievement, artistic performance, and commitment to solidarity. The organization and management of the school ensures the achievement of all these processes. Different committees ensure effective management: coordination, pedagogical support, administration, pastorallife, APAFECT, Students' Council, and Teacher's Council. We recognize our Areas of improvement, and to overcome them we have the following projects: the conditioning of administrative and faculty building, the preschool playground and the implementation of a data project. It remains a challenge to achieve greater involvement from parents in school life. Similarly, Challenges also arise when strengthening the leadership of the Students' Council and leadership from rest of students in their classrooms. Within the self-study process, it has been recognized important, strengthening the system of using the results from surveys for continuous improvement, making a revision process of the Stanford Standardized Tests, assessing evidence MAP (Measure of Academic Performance) tests, doing research, valuing the update of textbooks, and implementing a virtual library system. The direction of the School is ensuring the addition of a greater recognition to students with outstanding performance in different areas, strengthening communication system with the different stakeholders especially with parents, and continuing to accompany the processes of monitoring and evaluation reports to ensure the coordination and consistency in following up the recommendations from the observations. On the other hand we believe that we must continue working at the school to strengthen the students' quality of learning by paying attention to the update of the Curriculum Project and the useand management of data for decision-making. Regarding the use of resources and support systems, we recognize we need to keep investing in the upgrading of technology and computer resources (computer equipment, data structured network, applications, and software), improving the infrastructure and sanitation system at school, and ensuring quality nursing services, cafeteria, maintenance services (gardening, maintenance, cleaning, security), recreational areas, and recreational and sport areas. From the Psychology Department it is necessary the evaluation of counseling programs as well as of educational recommendations and vocational guidance. Page 7
10 Similarly,it is a must for the school to continue working on improvements to the playground and guarantee impact material under all climbing equipment and swings to ensure the children's safety. As school, we have assigned some investment budget for this remodeling. To continue to strengthen the use of data for continuous improvement, a workshop and training plan about assessment, interpretation, and use of data will be given to all the professional and support staff. Page 8
11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. At school, there is an essential transverse axis as part of the Teresiano's education, and it istoinfluence in the reality to transform it, and its aim is for students, educators and parents to commit themselves with their surrounding to influence it positively. For this purpose, we are developing a project named Educating for a Culture of Life, with a brainstorming workshop on one of the following axis: Justice, Peace, Solidarity and Ecology, and it ends with a solidarity experience where the whole group participates. (Students get to put into practice what they have learned by the end of the project) Students participate in these experiences and get in contact with the disadvantaged reality, and feel committed with it. As a result of this experience and documentary research in the Spanish subject, a group of students From eleventh grade created a movement named "MovimientoVentana" and a volunteering program named "VoluntariadoVentana" latter is still working after three years of existence,and it is encouraged and coordinated by young former students, who invite students from the school to participate in their activities to make students promoters of mental health. Similarly, the school has projection in a slum in the north of the city wherevolunteer students and teachers and / or members of the MTA (MovimientoTeresiano Apostólico - Apostolic Teresian Movement) go once a week to develop religious and recreational activities for children and their mothers. Likewise, the students from eleventh grade achieve a hour community service depending on their program, Spanish or bilingual, or with a project of their choice. Senior students participate in national collections with a social benefit purpose such a TECHO, TELETON, or CONANCA. The TECHO project aside from merely collecting, seeks partners formation team that relate to the project and seek the promotion of social leadership in students. Thus, the graduating students made a gesture of solidarity with disadvantaged reality before the end of their high school life. Page 9
Executive Summary. Saint Francis Xavier
Diocese of Baton Rouge Ms. Paula K Fabre, Principal 1150 S 12th St Baton Rouge, LA 70802-4905 Document Generated On December 18, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's
More informationExecutive Summary. Lincoln Middle Academy of Excellence
Forrest City School District Mrs. Shirley Taylor, Principal 149 Water Street Forrest City, AR 72335 Document Generated On February 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2
More informationExecutive Summary. Mt. Mourne School - An IBO World School
Iredell Statesville Schools Dr. Boen Nutting, Principal 1431 Mecklenburg Hwy Mooresville, NC 28115-7841 Document Generated On March 24, 2016 TABLE OF CONTENTS Introduction 1 Description of the School 2
More informationExecutive Summary. Palencia Elementary
Saint Johns County School District Mr. Don Campbell, Principal 355 Palencia Village Drive Saint Augustine, FL 32095 Document Generated On March 6, 2013 TABLE OF CONTENTS Introduction 1 Description of the
More informationExecutive Summary. Colegio Catolico Notre Dame, Corp. Mr. Jose Grillo, Principal PO Box 937 Caguas, PR 00725
Mr. Jose Grillo, Principal PO Box 937 Caguas, PR 00725 Document Generated On December 9, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas
More informationExecutive Summary. Lava Heights Academy. Ms. Joette Hayden, Principal 730 Spring Dr. Toquerville, UT 84774
Ms. Joette Hayden, Principal 730 Spring Dr. Toquerville, UT 84774 Document Generated On April 25, 2013 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationExecutive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY
Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationExecutive Summary. Hialeah Gardens High School
Miami-Dade County Public Schools Dr. Louis Algaze, Principal 11700 Hialeah Gardens Blvd Hialeah Gardens, FL 33018 Document Generated On March 19, 2014 TABLE OF CONTENTS Introduction 1 Description of the
More informationExecutive Summary. Gautier High School
Pascagoula School District Mr. Boyd West, Principal 4307 Gautier-Vancleave Road Gautier, MS 39553-4800 Document Generated On January 16, 2013 TABLE OF CONTENTS Introduction 1 Description of the School
More informationExecutive Summary. Saint Paul Catholic School
Diocese of Memphis Sister Mary Martha, OP, Principal 1425 E. Shelby Drive Memphis, TN 38116 Document Generated On October 11, 2013 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's
More informationExecutive Summary. Osan High School
Pacific: Korea Mr. Morgan Nugent, Principal Unit 2037 APO, AP 96278-2039 Document Generated On December 9, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements
More informationExecutive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501
Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501 Document Generated On November 3, 2016 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationExecutive Summary. Belle Terre Elementary School
Flagler County School District Dr. TC Culver, Principal 5545 Belle Terre Pkwy Palm Coast, FL 32137-3847 Document Generated On February 6, 2013 TABLE OF CONTENTS Introduction 1 Description of the School
More informationExecutive Summary. Curry High School
Walker County Board of Education Mr. Rod Aaron, Principal 155 Yellow Jacket Drive Jasper, AL 35503 Document Generated On January 15, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's
More informationCalifornia 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 informationExecutive Summary. Sidney Lanier Senior High School
Montgomery County Board of Education Dr. Antonio Williams, Principal 1756 South Court Street Montgomery, AL 36104 Document Generated On October 7, 2015 TABLE OF CONTENTS Introduction 1 Description of the
More informationExecutive Summary. Marian Catholic High School. Mr. Steven Tortorello, Principal 700 Ashland Avenue Chicago Heights, IL
Mr. Steven Tortorello, Principal 700 Ashland Avenue Chicago Heights, IL 60411-1699 Document Generated On February 17, 2016 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose
More informationExecutive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL
Eileen Roberts, Program Manager 2221 64th St Woodridge, IL 60517-2180 Document Generated On January 18, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationFRANKLIN D. CHAMBERS,
CURRICULUM VITAE FRANKLIN D. CHAMBERS, Ph.D. EDUCATIONAL BACKGROUND Doctor of Philosophy: Organizational Communications Howard University, Washington, D.C. Masters Degree: Educational Administration Howard
More informationKDE Comprehensive School. Improvement Plan. Harlan High School
KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More informationExecutive Summary. Vicenza Elementary School
Europe South Ms. Allison Peltz, Administrator Unit 31401 Box 11 APO09630-0005 Document Generated On May 1, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements
More informationGreek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs
American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers
More informationTitle II of WIOA- Adult Education and Family Literacy Activities 463 Guidance
Title II of WIOA- Adult Education and Family Literacy Activities 463 Guidance This narrative is intended to provide guidance to all parties interested in the Oklahoma AEFLA competition to be held in FY18
More informationDavidson College Library Strategic Plan
Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the
More informationCommon 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 informationExecutive Summary. DoDEA Virtual High School
New York/Virginia/Puerto Rico District Dr. Terri L. Marshall, Principal 3308 John Quick Rd Quantico, VA 22134-1752 Document Generated On February 25, 2015 TABLE OF CONTENTS Introduction 1 Description of
More informationKindergarten - Unit One - Connecting Themes
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten
More informationStrategic Plan SJI Strategic Plan 2016.indd 1 4/14/16 9:43 AM
Strategic Plan SJI Strategic Plan 2016.indd 1 Plan Process The Social Justice Institute held a retreat in December 2014, guided by Starfish Practice. Starfish Practice used an Appreciative Inquiry approach
More informationSecond 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 informationDescription of Program Report Codes Used in Expenditure of State Funds
Program Report Codes (PRC) A program report code (PRC) is an accounting term and is used for the allocation and accounting of funds. The PRCs (allocations) may change from year to year depending on the
More informationLAW ON HIGH SCHOOL. C o n t e n t s
LAW ON HIGH SCHOOL C o n t e n t s I BASIC PROVISIONS... 101 The Scope (Article 1)... 101 Aims (Article 2)... 101 Types of High Schools (Article 3)... 101 The Duration of Education (Article 4)... 101 The
More informationCertification Requirements
Certification Requirements Office of Education North American Division of Seventh day Adventists 2002 All requirements within this document are mandatory for certification or recertification beginning
More informationPresentation of the English Montreal School Board To Mme Michelle Courchesne, Ministre de l Éducation, du Loisir et du Sport on
Presentation of the English Montreal School Board To Mme Michelle Courchesne, Ministre de l Éducation, du Loisir et du Sport on «DÉMOCRATIE ET GOUVERNANCE DES COMMISSIONS SCOLAIRES Éléments de réflexion»
More informationSocial Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth
SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings
More informationERIN A. HASHIMOTO-MARTELL EDUCATION
ERIN A. HASHIMOTO-MARTELL EDUCATION Ph.D., Curriculum and Instruction, Boston College, 2014 Dissertation title: Using Rasch Models to Develop and Validate An Environmental Thinking Learning Progression
More informationVISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning.
VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning. "Catholic education is above all a question of communicating Christ, of helping to form Christ in
More informationExecutive Summary. Hamilton High School
Executive Summary Hamilton High School Hamilton School District Dr. Kathleen Cooke, Superintendent W220 N6151 Town Line Rd. Sussex, WI 53089 TABLE OF CONTENTS Introduction 1 Executive Summary 2 Description
More informationTEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable
More informationSLOAN-HENDRIX SCHOOL DISTRICT 2016 ANNUAL REPORT TO THE PUBLIC ADVANC-ED ACCREDITATION
SLOAN-HENDRIX SCHOOL DISTRICT 2016 ANNUAL REPORT TO THE PUBLIC Preserving Yesterday, Excelling Today, Preparing for Tomorrow is the vision statement that summarizes the philosophies that have been the
More informationMichigan State University
Michigan State University Dean of the College of Agriculture and Natural Resources Michigan State University (MSU), the nation s premier land-grant university, invites applications and nominations for
More informationA PRIMER FOR HOST FAMILIES
A PRIMER FOR HOST FAMILIES A PRIMER FOR HOST FAMILIES Hosting a Youth Exchange student from another country is a challenge and an opportunity. Involvement with an exchange student challenges a host family
More informationDiocesan Review April 14, Catholic Athletic Trails West Catholic High School Catholic Central High School
Diocesan Review April 14, 2014 Catholic Athletic Trails West Catholic High School Catholic Central High School Historic Background Facility Planning from 2008-2014 1906 Catholic Central (CC) Founded 1952
More informationStudent Assessment Policy: Education and Counselling
Student Assessment Policy: Education and Counselling Title: Student Assessment Policy: Education and Counselling Author: Academic Dean Approved by: Academic Board Date: February 2014 Review date: February
More informationTypes of curriculum. Definitions of the different types of curriculum
Types of curriculum Definitions of the different types of curriculum Leslie Owen Wilson. Ed. D. When I asked my students what curriculum means to them, they always indicated that it means the overt or
More informationMiddle School Curriculum Guide
Middle School Curriculum Guide 2017-2018 Our Mission Westside School prepares students for the world by challenging them to achieve academic success and by connecting their human spirit and imagination
More informationAbout our academy. Joining our community
Hethersett Academy is part of the Inspiration Trust, a not-for-profit charity whose mission is to transform the lives of young people in Norfolk and Suffolk through education. Led by nationally-recognised
More informationCharles de Gaulle European High School, setting its sights firmly on Europe.
Charles de Gaulle European High School, setting its sights firmly on Europe. Since its creation in 1990, this high school has set itself the task of focusing on Europe. It is open to different cultures
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationSTUDENT EXPERIENCE a focus group guide
STUDENT EXPERIENCE a focus group guide September 16, 2016 Overview Participation Thank you for agreeing to participate in an Energizing Eyes High focus group session. We have received research ethics approval
More informationNational Survey of Student Engagement The College Student Report
The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often
More informationUK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions
UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions November 2012 The National Survey of Student Engagement (NSSE) has
More informationCultivating an Enriched Campus Community
Cultivating an Enriched Campus Community The Goal: Create and support a dynamic inclusive campus community that provides high-quality, student-centered outof-class learning experiences to prepare students
More informationUNIVERSITY OF UTAH VETERANS SUPPORT CENTER
UNIVERSITY OF UTAH VETERANS SUPPORT CENTER ANNUAL REPORT 2015 2016 Overview The (VSC) continues to be utilized as a place for student veterans to find services, support, and camaraderie. The services include
More informationSHARED LEADERSHIP. Building Student Success within a Strong School Community
SHARED LEADERSHIP Building Student Success within a Strong School Community School Community Network Core Beliefs A school community rests upon mutual respect, strong relationships, shared responsibility,
More informationHale`iwa. Elementary School Grades K-6. School Status and Improvement Report Content. Focus On School
Comprehensive Assessment and Accountability System Year 1999-2000 Hale`iwa Elementary Grades K-6 Focus on Description Context: Setting Student Community Process: Process: Certified Facilities Outcomes:
More informationDelaware 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 informationSOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR
SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division
More informationStudent-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009
Student-led IEPs 1 Student-led IEPs Student-led IEPs Greg Schaitel Instructor Troy Ellis April 16, 2009 Student-led IEPs 2 Students with disabilities are often left with little understanding about their
More informationPosition Statements. Index of Association Position Statements
ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.
More informationuniversity of wisconsin MILWAUKEE Master Plan Report
university of wisconsin MILWAUKEE Master Plan Report 2010 introduction CUNNINGHAM 18 INTRODUCTION EMS CHEMISTRY LAPHAM 19 INTRODCUCTION introduction The University of Wisconsin-Milwaukee (UWM) is continually
More informationEarly 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 informationUSF Course Change Proposal Global Citizens Project
This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a course proposal. To create a course proposal, login to the system
More informationSidney Elementary School Parent Handbook
Sidney Elementary School Parent Handbook TABLE OF CONTENTS Mission Statement Belief Statement Introduction Policies and Procedures STUDENT GUIDELINES Saanich Elementary Schools/Sidney Elementary School
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationSan Marino Unified School District Homework Policy
San Marino Unified School District Homework Policy Philosophy The San Marino Unified School District through established policy recognizes that purposeful homework is an important part of the instructional
More informationOpening Doors. Strategic Plan 2016 through Bishop Dunne Catholic School
Opening Doors Strategic Plan 2016 through 2020 Bishop Dunne Catholic School Cornerstone Philosophy Mission Bishop Dunne Catholic School empowers students to explore, inquire, lead, and serve through a
More informationCatholic School Improvement Learning Cycle Loyola Catholic Secondary School
DUFFERIN PEEL CATHOLIC DISTRICT SCHOOL BOARD Catholic School Improvement Learning Cycle 2016 2017 Loyola Catholic Secondary School MISSION STATEMENT The Students and Staff at Loyola Catholic Secondary
More informationGALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL
The Fifth International Conference on e-learning (elearning-2014), 22-23 September 2014, Belgrade, Serbia GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL SONIA VALLADARES-RODRIGUEZ
More informationAn In-Depth Study in Fine Arts. by: St. Anthony of Padua School 5680 North Maroa Avenue Fresno, CA 93704
In-Depth Study Copyright 2013 An In-Depth Study in Fine Arts by: St. Anthony of Padua School 5680 North Maroa Avenue Fresno, CA 93704 Continuous School Improvement Focused On High Achievement Of All Students
More informationThe International Baccalaureate Diploma Programme at Carey
The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma
More informationRefer to the MAP website (www.marian.edu/map) for specific textbook and lab kit requirements.
THL 216: Moral Issues Course Description: Moral Issues is the study of moral Theology in relationship to current moral issues with an emphasis on the dignity of the human person, formation of conscience,
More informationChildren need activities which are
59 PROFILE INTRODUCTION Children need activities which are exciting and stimulate their curiosity; they need to be involved in meaningful situations that emphasize interaction through the use of English
More informationMary Washington 2020: Excellence. Impact. Distinction.
1 Mary Washington 2020: Excellence. Impact. Distinction. Excellence in the liberal arts has long been the bedrock of the University s educational philosophy. UMW boldly asserts its belief that the best
More informationERDINGTON ACADEMY PROSPECTUS 2016/17
ERDINGTON ACADEMY PROSPECTUS 2016/17 JOIN OUR FAMILY MR ANDY BIRD CEO OF FMAT We are delighted that you are considering an academy within the family of Fairfax Multi-Academy Trust for your child. Our aim
More informationInternational School of Kigali, Rwanda
International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements
More informationHampton Falls School Board Meeting September 1, W. Skoglund and S. Smylie.
School Board Members present: Administration present: R. Moyer Ratigan; Chair, E. Christo; Vice chair, T. Baker, W. Skoglund and S. Smylie. Dr. R. Sullivan; Superintendent, B. Hopkins; Assistant Superintendent,
More informationSCHOOL. Wake Forest '93. Count
Count ID 43 256 VALID N 256 Q.1A ACTIVITIES YEAR FOLLOWING GRADUATION? Primary Employed full-time 157 61.6% Employed part-time 12 4.7% Unemployed, by choice 3 1.2% Unemployed, seeking employment 7 2.7%
More informationURBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162
URBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162 Instructor: Office: E-mail: Office hours: TA: Office: Office Hours: E-mail: Professor Alex Stepick 217J Cramer Hall stepick@pdx.edu
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationInternational Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary
International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary Michael Clow, Principal Bill Parker, IB Coordinator Northeast Elementary School was designated an International Baccalaureate
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationUniversity of Toronto
University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST 1. Introduction A Framework for Graduate Expansion 2004-05 to 2009-10 In May, 2000, Governing Council Approved a document entitled Framework
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationYouth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ. Office of the Deputy Director General
Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ Office of the Deputy Director General Produced by the Pedagogical Management Team Joe MacNeil, Ida Gilpin, Kim Quinn with the assisstance of John Weideman and
More informationKyria Finardi (UFES) Felipe Guimarães (UFES)
Kyria Finardi (UFES) kyria.finardi@gmail.com Felipe Guimarães (UFES) felipe.guimaraes@ufes.br Hello, Salut, Hallo, Ciao! Introduction General Belief: Brazil as a Multicultural & Monolingual Country but
More informationDIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS
DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS St. Boniface Catholic College Boniface Lane Plymouth Devon PL5 3AG URN 113558 Head Teacher: Mr Frank Ashcroft Chair of Governors:
More informationACADEMIC YEAR STUDYING IN SPAIN
ACADEMIC YEAR 2017-2018 STUDYING IN SPAIN Why choose us? Welcome! 7 private schools in Madrid, Valencia & the Canary Islands Group founded in 1955 with more than 40 years experience Our schools are within
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationIMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK
IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK A focus on Dr Jean Ashton Faculty of Education and Social Work Conclusive national and international research evidence shows that the first five years of
More informationELIZABETH L. HAMEL, MSW BILINGUAL ENGLISH/SPANISH
ELIZABETH L. HAMEL, MSW BILINGUAL ENGLISH/SPANISH liz.hamel@du.edu elizhamel@gmail.com EDUCATION Master of Social Work University of Denver Graduate School of Social Work (GSSW), Denver, CO Leadership
More informationEuropean Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction
European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction The Bologna Declaration (1999) sets out the objective of increasing the international
More informationMexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program
Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Dialogue and Discover manuals are used by Mexican community instructors (young people without professional teacher education
More informationEDUCATION AND DECENTRALIZATION
EDUCATION AND DECENTRALIZATION Skopje, 2006 Education and Decentralization: User-friendly Manual Author: Jovan Ananiev, MSc. Project management: OSCE Spillover Monitor Mission to Skopje/Confidence Building
More informationKahului Elementary School
Kahului Elementary Code: 405 Status and Improvement Report Year 2014-15 Focus On Standards Grades K-5 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary
More informationMOESAC MEDIUM TERM PLAN
MOESAC MEDIUM TERM PLAN 2011-15 Introduction Medium Term Plan is a key output of a strategic planning process that was initiated in 2010. The process began with a broad-based stakeholder consultation exercise
More informationSt. Mary Cathedral Parish & School
Parish School Governance St. Mary Cathedral Parish & School School Advisory Council Constitution Approved by Parish Pastoral Council April 25, 2014 -i- Constitution of the St. Mary Cathedral School Advisory
More informationINSTRUCTION MANUAL. Survey of Formal Education
INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...
More informationA GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING
A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING Yong Sun, a * Colin Fidge b and Lin Ma a a CRC for Integrated Engineering Asset Management, School of Engineering Systems, Queensland
More informationYour Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities
Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level
More information