Toni Yungai has over 10 years of experience as a math instructor, teacher, and statistical analyst. She has a demonstrated ability to use diverse instructional strategies to engage students and promote conceptual understanding. She is skilled in developing and analyzing clinical and financial data using SQL, STATA, SPSS, and SAS to support healthcare programs and research. Yungai has a Masters in Statistics from the University of Utah and experience mentoring and tutoring students in mathematics and statistics.
This document provides information on school self-evaluation (SSE) with a focus on literacy and numeracy. It discusses SSE workshops that will cover topics like choosing effective evaluation tools, target setting, and developing a school improvement plan. The workshops aim to help schools engage in evidence-based self-evaluation to improve student learning outcomes, particularly in literacy and numeracy. Sample evaluation tools and data sources are presented. Guidelines emphasize using multiple qualitative and quantitative data sources to identify strengths and areas for improvement to inform a three-year school improvement plan with specific literacy and numeracy targets.
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
This document discusses bridging the gap in mathematics and statistics education for non-specialist students at Middlesex University in Mauritius. A survey found that 58% of accounting, business, and psychology students liked math/stats, while 42% did not. Additionally, 71% knew they would study math/stats, while 29% did not. Current remedial actions include explaining the importance of math/stats, identifying issues students face, using developed teaching theories, formative assessment, feedback, and computer simulations. Future works propose authentic learning experiences outside the classroom in areas like sampling and forecasting. Proposals are also made to secondary educators to spark early interest in math/stats topics.
- The document outlines an action research plan by the Memorial Middle School science department to improve low student performance in science.
- The plan includes providing teachers with student benchmark scores, collaborating with other teachers, aligning curriculum to state standards, implementing hands-on learning activities, tutoring programs, and reviewing student data to guide instructional changes.
- Throughout the school year, the science department will monitor student assessments, collaborate with other campuses, and involve parents to continually evaluate and improve upon the plan.
This document discusses strategies implemented at Brogden and Carrington Middle Schools in Durham, North Carolina to improve the transition to 6th grade. Brogden utilized parent surveys to gather feedback and involve parents in leading school tours. Carrington implemented a summer bridge program to acclimate students to the larger middle school setting and collect diagnostic data. Both schools analyzed student performance data to identify at-risk students and inform intervention programs. The schools shared lessons learned and next steps, which included continuing and expanding on successful programs and strategies.
Teacher education power point presentationJRNRV Udaipur
油
Dr.Ami Rathore presented paper in International conference at LMTT College Dabok ,Janardan rai Nagar Rajasthan Vidyapeeth (Deemed to be university) Udaipur
The document discusses gathering evidence for assessing students' achievement of mathematics standards in New Zealand. It emphasizes using a range of evidence from classroom observations, student work, assessments, and learning conversations, rather than relying on any single source. Effective assessment also involves moderation, where teachers discuss student work and expectations to improve consistency. Sample mathematics tasks should be meaningful, complex, and part of regular classroom work rather than separate tests.
This action research plan aims to determine the impact of an inclusive classroom on student outcomes, both academic and social. The plan outlines goals, activities, responsibilities, timeline, benchmarks and assessments to collect and analyze data on student performance and progress over the school year. This includes surveys, student work samples, test scores and report cards to evaluate the effectiveness of inclusion classrooms and identify areas for improvement.
Alex MacIver has over 15 years of experience in education, serving in various leadership roles including Vice Principal, Dean of Students, and Department Chair. As Vice Principal, he improved school attendance from 91% to 94% through attendance initiatives and streamlined operations to reduce teacher workload. He mentored staff, conducted performance reviews, and participated in hiring. Previously, as Dean of Students and Department Chair, he created discipline and guidance systems, analyzed student performance data, and developed professional development for teachers. He has a Master's in Math Education and state administrative and teaching credentials.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
This document is a resume for Mira D. Hoffman that provides information about her education, research experience, teaching experience, skills, and interests. Some key points:
- Mira earned a B.S. in Psychology and Neuroscience from Indiana University in 2015 with a 3.67 GPA and 3.98 psychology GPA.
- Her research experience includes working as a research associate at Centerstone Research Institute on projects related to implementation of measurement-based care.
- She has experience teaching science lessons to elementary school students through programs at the WonderLab Museum of Science.
- Mira's skills include data management, conducting assessments, teaching, childcare, and knowledge of research software programs. Her interests include
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
油
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
School Self Evaluation Guidelines post primaryMartin Brown
油
School self-evaluation is a collaborative process where a school reflects on its work and student learning. It involves gathering evidence, making judgements about strengths and weaknesses, writing a self-evaluation report, creating an improvement plan, and monitoring progress. The guidelines provide schools with a framework to evaluate teaching and learning through a six-step process of gathering evidence, analyzing data, drawing conclusions, reporting findings, planning improvements, and implementing changes.
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
油
Assessing Pupils Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils progress, fine-tune their understanding of learners needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Pdf final october 15th school improvement seminarclairematthews
油
This document outlines an agenda for a seminar on improving literacy through the school self-evaluation (SSE) process. The seminar will explore literacy in a broad sense and how schools can use data analysis and the six steps of SSE to develop improvement plans and monitor progress in literacy. Participants will learn strategies for oral language, reading, writing and vocabulary instruction and how to establish a whole-school approach to literacy.
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
This document outlines the agenda and goals of a PDST seminar on school self-evaluation (SSE). The seminar aims to help schools reflect on implementing the SSE process using key documents and circulars. It will explore concepts of SSE, guide schools through each step of the process using the "Looking at Our School" framework, and examine effective monitoring and reporting strategies. The day-long seminar is divided into three sessions covering topics like identifying a focus area, gathering and analyzing evidence, setting targets, and putting an improvement plan into action.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
1) The implementation of Math Help Services for two years at Howard S. Billings Regional High School has contributed to significant increases in mathematics success rates. Success rates in required Grade 10 mathematics courses improved from 62% in 2011-2012 to 78% in 2013-2014.
2) Key strategies that supported the success of Math Help Services included the active involvement of administrators and teachers, regular communication between teachers and the service provider, and ongoing improvements to the software based on teacher and student feedback.
3) Observations found that teachers increased their use of Math Help Services in the second year, allowing for differentiated instruction and assessments. Communication between teachers, students, and parents also improved with the use of the service.
This document provides a qualifications summary for an educator seeking an administrative or management position. It summarizes their experience as an instructional content facilitator, where they worked with directors to organize data, plan professional development, and support teachers. It also lists their previous experience teaching various grade levels and subjects, developing curricula, analyzing student data, and mentoring other teachers. Their education includes a master's degree in education administration and teaching certifications.
Jessica Gordon is seeking a permanent full-time position and has over 15 years of experience as a mathematics instructor and department chair at the middle school and high school levels. She holds a Master's degree in Human Resource Development and a Bachelor's degree in Education, and is licensed to teach various subjects including English, mathematics, and English to speakers of other languages. Gordon is looking to apply her teaching experience and education background to a new permanent full-time opportunity.
Blackboard Analytics for Learn @JCU a proactive approach to the use of data...Blackboard APAC
油
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
The document outlines best practices for instructional design including:
1) Aligning instructional goals and strategies to support student learning.
2) Using a variety of teaching methods like tutorials, simulations and group work.
3) Assessing student understanding through tests, projects and on-the-job evaluations.
4) Developing instructional materials and adapting teaching based on formative assessment to meet student needs.
April Root is a Director of Academic and Career Advising at Central Piedmont Community College in Charlotte, North Carolina. She has over 15 years of experience in education, including roles as Director of Instructional Transition, Senior Coordinator of Compensatory Education/GED, Basic Skills Instructor, and Academic Advisor. Root provides leadership, supervision, and advising support to help students transition to postsecondary education and careers. She has a proven track record of developing programs, leading teams, and achieving goals and performance measures. Root holds a Master's degree and is pursuing a second Master's degree in Human and Community Services.
Susan Hecht Maggio has over 15 years of experience in information systems education and administration. She currently serves as the Interim Computer Science Department Chair at the Community College of Baltimore County, where she oversees 8 full-time faculty members, 15 adjunct faculty, and support staff across two campuses. Previously, she held roles including CSIT Coordinator and adjunct faculty at the same institution. She also served as Computer Science Department Chair at The Cardinal Gibbons School for 5 years. Maggio holds a Master of Science in Information Systems from Johns Hopkins University and a Bachelor of Science in Information Systems Business Management also from Johns Hopkins.
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
油
This document outlines a roadmap for guiding decisions around academic technology at the University of Wisconsin System. It details a process from September 2013 to July 2014 involving planning, information gathering, and determining outcomes. The goals are to prioritize funding for instructional applications, build capacity for future needs, and understand the learning ecosystem. Key aspects of the proposed roadmap include continuing a system-wide learning management system, constructing faculty support structures, understanding student needs, developing a UW System community, and identifying guidelines and practices. Next steps include gathering feedback, assessing implications, prioritizing goals, and identifying implementation steps.
Alex MacIver has over 15 years of experience in education, serving in various leadership roles including Vice Principal, Dean of Students, and Department Chair. As Vice Principal, he improved school attendance from 91% to 94% through attendance initiatives and streamlined operations to reduce teacher workload. He mentored staff, conducted performance reviews, and participated in hiring. Previously, as Dean of Students and Department Chair, he created discipline and guidance systems, analyzed student performance data, and developed professional development for teachers. He has a Master's in Math Education and state administrative and teaching credentials.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
This document is a resume for Mira D. Hoffman that provides information about her education, research experience, teaching experience, skills, and interests. Some key points:
- Mira earned a B.S. in Psychology and Neuroscience from Indiana University in 2015 with a 3.67 GPA and 3.98 psychology GPA.
- Her research experience includes working as a research associate at Centerstone Research Institute on projects related to implementation of measurement-based care.
- She has experience teaching science lessons to elementary school students through programs at the WonderLab Museum of Science.
- Mira's skills include data management, conducting assessments, teaching, childcare, and knowledge of research software programs. Her interests include
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
油
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
School Self Evaluation Guidelines post primaryMartin Brown
油
School self-evaluation is a collaborative process where a school reflects on its work and student learning. It involves gathering evidence, making judgements about strengths and weaknesses, writing a self-evaluation report, creating an improvement plan, and monitoring progress. The guidelines provide schools with a framework to evaluate teaching and learning through a six-step process of gathering evidence, analyzing data, drawing conclusions, reporting findings, planning improvements, and implementing changes.
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
油
Assessing Pupils Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils progress, fine-tune their understanding of learners needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Pdf final october 15th school improvement seminarclairematthews
油
This document outlines an agenda for a seminar on improving literacy through the school self-evaluation (SSE) process. The seminar will explore literacy in a broad sense and how schools can use data analysis and the six steps of SSE to develop improvement plans and monitor progress in literacy. Participants will learn strategies for oral language, reading, writing and vocabulary instruction and how to establish a whole-school approach to literacy.
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
This document outlines the agenda and goals of a PDST seminar on school self-evaluation (SSE). The seminar aims to help schools reflect on implementing the SSE process using key documents and circulars. It will explore concepts of SSE, guide schools through each step of the process using the "Looking at Our School" framework, and examine effective monitoring and reporting strategies. The day-long seminar is divided into three sessions covering topics like identifying a focus area, gathering and analyzing evidence, setting targets, and putting an improvement plan into action.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
1) The implementation of Math Help Services for two years at Howard S. Billings Regional High School has contributed to significant increases in mathematics success rates. Success rates in required Grade 10 mathematics courses improved from 62% in 2011-2012 to 78% in 2013-2014.
2) Key strategies that supported the success of Math Help Services included the active involvement of administrators and teachers, regular communication between teachers and the service provider, and ongoing improvements to the software based on teacher and student feedback.
3) Observations found that teachers increased their use of Math Help Services in the second year, allowing for differentiated instruction and assessments. Communication between teachers, students, and parents also improved with the use of the service.
This document provides a qualifications summary for an educator seeking an administrative or management position. It summarizes their experience as an instructional content facilitator, where they worked with directors to organize data, plan professional development, and support teachers. It also lists their previous experience teaching various grade levels and subjects, developing curricula, analyzing student data, and mentoring other teachers. Their education includes a master's degree in education administration and teaching certifications.
Jessica Gordon is seeking a permanent full-time position and has over 15 years of experience as a mathematics instructor and department chair at the middle school and high school levels. She holds a Master's degree in Human Resource Development and a Bachelor's degree in Education, and is licensed to teach various subjects including English, mathematics, and English to speakers of other languages. Gordon is looking to apply her teaching experience and education background to a new permanent full-time opportunity.
Blackboard Analytics for Learn @JCU a proactive approach to the use of data...Blackboard APAC
油
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
The document outlines best practices for instructional design including:
1) Aligning instructional goals and strategies to support student learning.
2) Using a variety of teaching methods like tutorials, simulations and group work.
3) Assessing student understanding through tests, projects and on-the-job evaluations.
4) Developing instructional materials and adapting teaching based on formative assessment to meet student needs.
April Root is a Director of Academic and Career Advising at Central Piedmont Community College in Charlotte, North Carolina. She has over 15 years of experience in education, including roles as Director of Instructional Transition, Senior Coordinator of Compensatory Education/GED, Basic Skills Instructor, and Academic Advisor. Root provides leadership, supervision, and advising support to help students transition to postsecondary education and careers. She has a proven track record of developing programs, leading teams, and achieving goals and performance measures. Root holds a Master's degree and is pursuing a second Master's degree in Human and Community Services.
Susan Hecht Maggio has over 15 years of experience in information systems education and administration. She currently serves as the Interim Computer Science Department Chair at the Community College of Baltimore County, where she oversees 8 full-time faculty members, 15 adjunct faculty, and support staff across two campuses. Previously, she held roles including CSIT Coordinator and adjunct faculty at the same institution. She also served as Computer Science Department Chair at The Cardinal Gibbons School for 5 years. Maggio holds a Master of Science in Information Systems from Johns Hopkins University and a Bachelor of Science in Information Systems Business Management also from Johns Hopkins.
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
油
This document outlines a roadmap for guiding decisions around academic technology at the University of Wisconsin System. It details a process from September 2013 to July 2014 involving planning, information gathering, and determining outcomes. The goals are to prioritize funding for instructional applications, build capacity for future needs, and understand the learning ecosystem. Key aspects of the proposed roadmap include continuing a system-wide learning management system, constructing faculty support structures, understanding student needs, developing a UW System community, and identifying guidelines and practices. Next steps include gathering feedback, assessing implications, prioritizing goals, and identifying implementation steps.
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.
This document contains Jennifer Abbott's resume. It summarizes her education and professional experience. She received an M.S. in Counselor Education from East Carolina University and a B.A. in Social Sciences from SUNY Buffalo. Her professional experience includes serving as a Senior Academic Advisor at Purdue University from 2013-2014 and an Academic Advisor at East Carolina University from 2007-2011. In these roles, she advised hundreds of students and implemented various advising programs and initiatives.
The document outlines monitoring processes and plans for a school district. It discusses implementing plans to help subgroups not making adequate yearly progress. It describes monitoring implementation of school improvement plans and targeted professional growth plans for teachers. It provides checklists for differentiated accountability requirements. It lists action steps and responsibilities for school-based reading, math, and science coaches to monitor data, provide professional development and support, and ensure alignment with district and state initiatives.
The document provides an overview of the Los Angeles Unified School District's 2014-2015 Common Core Math 8 Curriculum Map. It introduces the curriculum map as a tool that organizes the math standards and provides resources for teachers. It describes the components of the curriculum map, including the standards, enduring understandings, essential questions, instructional strategies, assessments and differentiation approaches. It explains that the map is intended to be a flexible guide for teachers to select lessons and activities to meet the needs of their students, rather than a rigid pacing plan.
The document is a resume for Samantha Lott-Velez that outlines her experience as an Educational Leader and Improvement Specialist. It summarizes her roles and responsibilities in her current position as Supervisor of Early Childhood Curriculum, Family and Head Start Services for Newark Public Schools, where she develops teacher supports and oversees programs. It also lists previous roles where she managed budgets, recruited teachers, and improved student outcomes. Her experience includes overseeing early childhood centers, implementing curriculum, and facilitating professional development for teachers.
1) Assessment results can be used to inform changes to curriculum, teaching methods, and course materials. They provide qualitative data to identify areas for improvement.
2) Diagnostic assessments identify student learning problems and inform individualized instruction. They are used to create student profiles that outline strengths, challenges, and recommended support.
3) Assessment data has various uses including improving curriculum and instruction over time through continuous evaluation and refinement of teaching practices based on student performance and needs.
S50-5059 - Developing Programs HS ER EDITSHolly N Staley
油
This document provides an overview of a course on developing programs in health and social service settings. The 3-credit course will explore concepts related to developing effective programs and will utilize practice examples and published research. Students will learn to apply the evidence-based practice process and will participate in an applied learning project with a community agency. The course aims to enhance students' skills in program design, management, evaluation, and cultural competence. Academic policies on integrity and special needs accommodations are also outlined.
The document discusses monitoring and evaluation (M&E) concepts and processes in schools. It defines monitoring as the ongoing collection and analysis of data to inform decision making, while evaluation determines the worth or significance of outputs and results. Several M&E content areas in schools are identified, including delivery of education, resources, teacher and learner performance, organization, and community partnership. The document also outlines the school M&E process, which involves quarterly data gathering and reporting by teachers and the school head, data analysis by the school M&E team, and adjustment of plans based on the M&E results.
Lee Pamuspisan Malapad has over 20 years of experience in education, training, and business management. He currently works as the Training and Consultancy Manager for RIMANSI Organization for Asia and the Pacific, where he designs and implements training programs for partner organizations. He has a Bachelor's degree in Marine Biology from UP Los Ba単os and is trained in areas such as corporate governance, sales, and scuba diving. Prior work experience includes operating his own deli business, managing a coffee shop, teaching science and entrepreneurship, and representing a pharmaceutical company.
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
This document provides a summary of qualifications and experience for Alexis S. Pope, who is currently seeking a new position. She has over a decade of experience in higher education administration, including roles as the Director of Admissions at Appalachian State University and Tennessee Tech University. Her experience includes developing recruitment strategies, managing admissions processes, and utilizing data analytics to improve enrollment trends. She also has experience supervising staff and collaborating across departments.
Brook Hatcher is seeking a position in educational leadership. He has over 15 years of experience in education, including roles as an Assistant Director of Technology and Instructional Coach/Technology Resource Teacher. He holds a Master's degree in Educational Leadership and a teaching license with endorsements in business, technology, and administration. His experience includes supervising IT staff, managing technology budgets, facilitating professional development, and assisting teachers with instructional strategies and curriculum development.
1. Toni Yungai
Math Instructor/Teacher
Salt Lake City, UT 84102
sakileyungai@hotmail.com - 8018098459
Ability to demonstrate the capacity to use a diverse range of effective student-centered instructional strategies
and openness to adopting new practices. Capable of using a technology-rich environment to promote
conceptual understanding and to engage students in problem solving. Willingness to practice reflective thinking
about the teaching and learning of mathematics and statistics. Can work collaboratively to plan, develop,
implement, and refine courses. Aptitude for commitment to the assessment of student learning objectives
and student success outcomes, in addition to ongoing professional growth. Ability to understand of urban
community college students' assets and challenges
Willing to relocate: Anywhere
Authorized to work in the US for any employer
WORK EXPERIENCE
Long-term Substitute Teacher
Pacific Heritage Academy - Salt Lake City, UT - October 2015 to Present
Responsibilities
Report to school office at beginning of school day to pick up required materials and at the end of the school
day to return materials. Carry out a program of study prescribed in the lesson plans left by the classroom
Kumu (teacher).
Overview: In emergency situations where there are no sub-plans, create meaningful, age appropriate work to
keep students engaged. Create a classroom environment that is conducive to learning and appropriate to the
maturity and interests of the students.
Create, develop and implement core elementary school curriculum. Develop lesson plans and impart education
based on individual students abilities. Assign homework and class work to students and assist them with
queries.
Provide special attention to students who may not be able to handle complex questions. Teach a variety of
subjects including language arts, social studies, art, science and mathematics. Develop learning aids and
materials for the purpose of teaching concepts in class. Use a wide array of instructional strategies such as
lectures, group discussions and inquiry to facilitate understanding.
Ensure that each lesson plan is translated into learning experiences so that instruction time is used effectively.
Establish and maintain standards of student behavior and ensure that it is adhered to. Create effective
environment for students by employing learning tactic through functional and attractive classroom displays.
Supervise students during classes to ensure that they are working properly. Oversee outdoor activities to
ensure safety of students. Celebrate student work by displaying it on bulletin boards with a view to encourage
them.
Ensure that teaching methods are adapted to the varying needs of individual students. Work with teaching aides
to develop and impart interactive classroom activities. Grade class work and homework on a regular basis.
Prepare and administer test to evaluate students understanding of concepts introduced in class. Observe
2. students for behavioral changes and report any conclusive observations to the school administration. Evaluate
student progress periodically and prepare reports.
Confer with parents and guardians to provide them feedback on students progress and limitations. Maintain
accurate student records. Prepare students for subsequent grades by encouraging them to participate in
discovery project.
Outcome Analyst Clinical - Associate
INTERMOUNTAIN HEALTH CARE - Salt Lake City, UT - October 2014 to September 2015
Support development and implementation of clinical and financial data reporting to meet the needs of
clinical programs, including reports regarding information to meet regulatory requirements, research, and
collaborative learning projects using SQL Developer. Provide consultation and support in the development,
analysis, interpretation, and management of a variety of complex data sources to support the clinical process
improvement and system impact savings.
Overview: Responsible for projects, generally within a narrow scope and complex clinical program
related to the mission of Intermountain Health Care.
Clinical program staff development and improving clinical program measurement systems
including capturing cost, clinical operational, and patient reporting data associated with specific
clinical work processes.
Comprehend database content to support development of measurement systems and provide staff
support to clinical program leadership/staff and/or research team members.
Working collaboratively with information systems, data managers, and analysts to develop and/or modify
"vertical data marts' and "web reports" supporting clinical programs such as: tracking
clinical programs and operational programs.
Statistics Graduate Consultant
UNIVERSITY OF UTAH MARRIOTT LIBRARY - Marriott, UT - January 2014 to August 2014
Provided one-on-one and small group consultations with graduate and undergraduate students
seeking statistical software support and research assistance using survey methodology. Developed and
updated online guides to support and supplement in-person tutoring, generating a 35%
increase in student's accessibility to statistical journals and databases provide by the library.
Conducted one-on-one stand up training, presentations and SPSS workshops for University
students detailing the usefulness of the software explaining statistical concepts to students with non-
mathematical backgrounds using clear, concise and effective written and oral language to
draw conclusions
Created Statistical Analysis Subject Guides for used for research assistance:
Introduction to SPSS: http://campusguides.lib.utah.edu/content.php?pid=605577
Statistical Support: http://campusguides.lib.utah.edu/content.php?pid=552065
STATA Support: http://campusguides.lib.utah.edu/content.php?pid=603250
Research Assistant
UNIVERSITY OF UTAH ECONOMICS DEPARTMENT - February 2013 to August 2014
3. Conducted quantitative research, statistical sampling, modeling and analyzing large data from multiple
disconnections using econometric methodologies, theories and practices. Diagnosed
economic pattern, addressing inconsistencies, developed solutions for non-linking and missing in data to
determine the best panel data method analysis through gathering and collecting data,
descriptive statistics analysis, report findings using presentations, charts, tables and complex
analysis.
Evaluate statistical reports, journal articles and related material based on researching moderate
complexity analysis addressing Utah summer residential water consumption which decreased data
analytical errors by 50%. Effectively communicate findings, draw conclusion, generate writings or draft
technical reports, and articles to chair and co-chair committee members which cultivated a
strong and long lasting relationship.
Operations Associate - Contractor
UNIVERSITY OF UTAH ECONOMICS DEPARTMENT - May 2013 to December 2013
Tracked progress of request forms to insurance companies and follow up as needed. Assist the
Operations team which consists of the VP of Operations, a Business Analyst, and an Operations
Associates in all operations tasks increasing overall company overall revenue by 30%.
Provided the highest standards of funds management, data integrity and HIPAA compliance by offering the
flexibility to work with all pharmacy management systems, switches and payers
which in return exceeded all assigned target sales and customer satisfaction by 45% in the last
quarter.
Graduate Assistant/Grader/Mentor
UNIVERSITY OF UTAH VARIOUS DEPARTMENT - Salt Lake City, UT - January 2005 to December
2013
Jan. 2005 - Dec. 2013
Women Resource Center, Center for Ethnic Association
Mathematics Department
Graduate Assistant/Grader/Mentor
Met weekly with supervisors to discuss students' grades, errors or problems with assignments and to complete
required grade-related paperwork
Overview: Maintaining grading policies and procedures that brought order and stability to the instructor.
Assisting with homework assignments, providing instruction and fostering good study habits.
Met weekly with supervisors to discuss students' grades, errors or problems with assignments and to complete
required grade-related paperwork to improve students overall mathematical and academic ability.
Maintained mathematical methodologies and procedures by assisting and mentoring students with homework
assignments in addition to fostering good study habits among university student.
Acts as a mentor and role model to student. Organize, facilitate workshops, training materials, or outreach
projects. Assist with or lead enrichment activities; serve as an adult role model for students in an ongoing one-
on-one capacity.
4. EDUCATION
Masters of Statistics/Econometrics
University of Utah - Salt Lake City, UT
2014
Bachelors of Science in Mathematics
University of Utah - Salt Lake City, UT
2009
LINKS
http://www.linkedin.com/pub/toni-yungai/40/b9b/2b8/en
ADDITIONAL INFORMATION
Area of Expertise:
SQL Developer Analytical Econometrics
STATA, SPSS, R. SAS Effective Communicator
Statistical reports correspondence Independent and Team Player
Panel Data Analysis Statistical Inference analysis
Econometrics Data Collection and validation