This video is very well done with a step-by-step process in using training teachers to use data. Please note what you says at the very beginning of the video, when they interviewed teachers and asked them how they knew their children were learning.
As you view the video, note the process Ms. Brandon follows in working with schools. As you reflect on the process in Richmond City Schools, compare it with what you see happening in your district or even your school. Put on your “administrator hat” and add how you can use Ms. Brandon’s ideas in your building in planning professional development for your teachers.
Submit a two page reflection paper.
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https://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.png00Studenthttps://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.pngStudent2020-06-29 17:42:552020-06-29 17:42:55Reflection Paper – Using Data to Improve Instruction
As indicated in this chapter, the trend toward high-stakes testing has affected even the preparation of teachers themselves. Many American states now require new teachers to pass a standardized test of subject matter knowledge, and many also require them to pass a test about educational psychology—the sort of content that is the focus of this textbook (Cochran-Smith, 2003; Educational Testing Service [ETS], 2004). These changes highlight make the issues about testing very vivid—and at times anxiety-provoking—for many new teachers. Rosemary Sutton studied the effects of high-stakes testing on her own teaching of educational psychology as well as on her undergraduate students’ responses to studying this subject (Sutton, 2004). In her state of Ohio, new teachers must all take a test called the “PRAXIS II: Principles of Learning and Teaching” (ETS, 2004). She reported experiencing a number of new instructional dilemmas as a result of this test being introduced as a requirement for teacher licensing and certification, and she described how she resolved them. The effects of the dilemmas and of her solutions to them were not uniform, but depended on the particular feature of the course. One negative effect was that Professor Sutton felt more pressure to cover as much of the content of the PRAXIS in her course as possible, so that students could be prepared as well as possible for the test. Doing so, however, meant covering more material and therefore reducing depth of coverage of certain topics. This was a serious problem, she feared, because some parts of the course became more shallow or fragmented. She also had less time for open-ended discussions that truly followed interests expressed by the students. On the other hand, Professor Sutton also reported diversifying her teaching methods—for example by using more group work and less lecturing—as a way to make class sessions more interesting and motivating, and therefore insuring that students learned the increased material as well as possible. She also began using more assignments that resembled the PRAXIS test itself. In this case imitating the PRAXIS meant giving “case study quizzes” throughout the semester, which were featured prominently on the PRAXIS. The quizzes consisted of short anecdotes or stories followed by open-ended questions which students answered the space of a few sentences or brief paragraph. Since the students knew that the quizzes were a type of preparation for licensing, they tolerated them well, and even welcomed them. She and the students felt as if they were “on the same side”, working together to help the students pass their exam. The relationship was therefore more positive and less “conflicted” compared to earlier times when Professor Sutton was expected not only to teach the students, but also to evaluate them.
With the introduction of the licensing exam, finally, some students seemed to regard educational psychology as more important than in the past—even using university break weeks for additional study of the textbook! On the other hand, some students seemed to worry about their performance on the test, and their anxiety may have interfered with learning about educational psychology itself. Their worries created a dilemma that Professor never truly resolved: how to get students to prepare for the test seriously without arousing undue worry or anxiety in them?
Questions
➢ How well do you feel that Professor Sutton’s dilemmas about high-stakes testing reflect the dilemmas that public school teachers might face in preparing their own students for high- stakes tests? ➢ On balance, and taking into account Professor Sutton’s experience, do you think that high- stakes tests are desirable?
Teaching philosophies express your values and beliefs about teaching and learning. They are personal statements that introduce you, as a future teacher, to your reader. As such, they are written in the first person and convey a confident, professional tone. When writing a teaching philosophy, use specific examples to illustrate your points. You should also discuss how your values and beliefs about teaching fit into the context of your discipline.
Below are categories you might address with prompts to help you begin generating ideas. Work through each category, spending time thinking about the prompts and writing your ideas down.
Definition of teaching- Your concept of teaching: discuss the relationship between teaching and learning by defining teaching and learning, providing examples, and drawing on personal experiences and views as well as those of colleagues, and/or mentors.
Note your values, beliefs, and aspirations as a teacher. (For example, do you wish to encourage mastery, competency, transformational learning, life-long learning, general transference of skills, critical thinking, etc.) What does a perfect teaching situation look like to you? Why do you consider this “perfect”? What is your role as a teacher?
Your view of the learner and student development: Extending the discussion on teaching and learning you should focus now on your personal beliefs about learner and the learner’s characteristics (learning styles, learning environment, cognitive structures, learning strategies and student motivation) and their influence on student success in the learning environment.
Goals and expectations of the student-teacher relationship: What skills should students obtain as the result of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student’s knowledge or behavior. Address the goals you have for specific classes or curricula and the rationale behind them (i.e., critical thinking, writing, or problem solving). What are your attitudes toward advising and mentoring students? How would an observer see you interact with students? Why do you want to work with students?
The methods you will use: What methods will you consider to reach these goals and objectives? What are your beliefs regarding learning theory and specific strategies you would use such as case studies, group work, simulations, interactive lectures, etc.? You might also include any new ideas or strategies you have used or want to try. Specific examples: How are the values and beliefs noted above realized in classroom activities? You may discuss course materials, lesson plans, activities, assignments, assessment instruments, etc.
Assessing learning: How will you assess student growth and learning? What are your beliefs about grading? Do you grade students on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will you use: traditional tests, projects, portfolios, or presentations?
Professional growth: How will you continue growing as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes toward teaching and learning changed over time? How will you use your student evaluations to improve your teaching? How might you learn new skills? How do you know when you have taught effectively?
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https://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.png00Studenthttps://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.pngStudent2020-06-29 17:41:212020-06-29 17:41:21Philosophy of Education
this group assignment, you are to take on the role of an executive board member for a hypothetical nonprofit service organization. As a group, you will decide what kind of community service your organization provides. It can be a homeless shelter, low-income housing provider, teen center, substance abuse treatment center, a senior center, or something else. The choice is yours. (CIVIL RIGHTS FOR THE TRANSGENDER COMMUNITY).
Your organization is facing a crisis called Not in My Backyard (NIMBY). The community in which you are located has decided that your services are not in keeping with the image the community wants to maintain, and it wants “those people” out of the community. To stay, you need to develop a strategic plan for educating the community, your membership, and your clients about what you do and what value this service provides to your community. Your future existence depends on the result.
As a Group
The Group must complete the M.Ed. Group Project Charter Requirements before moving forward with the assignment. The entire group is responsible for the review and completion of the M.Ed. Group Project Charter requirements. The Group Charter can be found here.
Select a type of nonprofit service organization, and identify some of the misperceptions that are causing the NIMBY response. You may do this through a chat session or a series of postings and responses to the group Discussion Board. There should be clear evidence that these decisions were made by the group and not by individuals.
Once you have established who you are and what issue you have, create a strategic training plan. In your strategic training plan, you need to include the following:
What services do you provide and to whom?
What is the culture of the organization and the people in it who will be affected by your planning?
What are the issues that the community says it has with your organization?
☆Who do you need to educate?
☆What are the educational objectives for each of these constituencies?
☆What are the affective conditions of each constituency? How might the affective domain influence your choice and implementation of a training strategy?(THE LAST THREE QUESTIONS WITH THE STAR BESIDE IT IS THE PART IM RESPONSIBLE FOR I NEED AT LEAST 5 PAGES WRITTEN AND SCHOLARLY REFERENCES. THE TOPIC AGAIN IS CIVIL RIGHTS FOR THE TRANSGENDER COMMUNITY.
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https://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.png00Studenthttps://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.pngStudent2020-06-29 17:40:492020-06-29 17:40:49role of an executive board member for a hypothetical nonprofit service organization
