LA QUESTION L'INTERROGATIVE COMME : qu'est-ce que c'est? et qui est-ce? en francais.......bien explique! avec exemples..
what is this what are these and who is this and who are these in french
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
The reality for companies that are trying to figure out their blogging or content strategy is that there's a lot of content to write beyond just the "buy now" page.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
LA QUESTION L'INTERROGATIVE COMME : qu'est-ce que c'est? et qui est-ce? en francais.......bien explique! avec exemples..
what is this what are these and who is this and who are these in french
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
The reality for companies that are trying to figure out their blogging or content strategy is that there's a lot of content to write beyond just the "buy now" page.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
2018 19 power point employee handbook ak gatewaytweisz
This document provides an overview of vision and pharmacy benefits for AlaskaGateway School District Public Employees HealthTrust Insurance Plans from July 2018 to July 2019. It summarizes the vision insurance provider (VSP) and coverage details including annual exams, lenses, frames and contact lenses. It also introduces Optum as the pharmacy benefits manager and encourages using their website/app to locate pharmacies, check copays, order refills and more. Home delivery is highlighted as a way to save on long-term maintenance medications.
The document discusses progress on developing a new teacher evaluation tool for the AGSD district. It describes a work session where teachers provided input on revising the evaluation domains and indicators. Teachers observed video lessons and provided feedback. They also directly edited the evaluation tool domains on the inservice website. The goal is to create a tool that promotes teacher growth through specific, measurable evaluations that can be easily tracked over time in an online database called Classbright. This will allow evaluations to better inform professional development across the district.
This document provides information and guidance about developing Student Learning Objectives (SLOs) for teacher evaluation. It outlines the 4 step SLO process: 1) collecting and analyzing baseline data to develop SLOs, 2) obtaining approval for SLOs, 3) mid-year review of progress, and 4) final review and determining ratings. It discusses recommendations for selecting assessments, setting targets, and determining whether targets were met. The document aims to help teachers understand the SLO process and how to develop high-quality SLOs informed by baseline data to measure student growth over the course of instruction.
The document describes the development of an evaluation tool for educators in the Alaska Gateway School District. It outlines the key components of the evaluation system, including four performance standards (learning environment, planning, instructional delivery, and professionalism), student learning objectives, cultural standards, observations, and other sources of information. It establishes goals for the evaluation process to be streamlined, linked to indicators, supportive of educators, and useful for professional development. Groups of educators will work to determine proficiency indicators within each of the four performance standards by reviewing examples from approved frameworks and choosing those that align with the standard's supporting categories.
This document discusses options for an evaluation tool for goals and school development. It considers the Danielson and Marzano frameworks as well as creating a hybrid model. The hybrid model is favored as it could be customized, integrated into existing technology, and adapted over time. A draft concept is outlined with four domains: learning environment, instructional planning, instructional delivery, and professionalism. Next steps proposed are to choose a framework, develop indicators and performance levels, integrate observation tools, and create a timeline to implement the system in the second school semester.
This document provides information and guidance about developing student learning objectives (SLOs). It discusses collecting and analyzing student learning data to inform the development of SLOs. Teachers participate in a process of setting SLOs, getting them approved, reviewing progress mid-year, and determining a final rating based on outcomes. The document offers recommendations for selecting appropriate assessments and setting meaningful student targets. It emphasizes using data to identify learning needs and focuses, and provides examples of different target-setting methods teachers can use.
The document outlines Alaska Gateway School District's process for developing an educator evaluation system. It discusses the goals of making the process streamlined, linked to a framework, supportive of improvement, and useful for professional development. The evaluation will include four performance standards: learning environment, planning, instructional delivery, and professionalism. Educators at a workshop will work in groups to determine proficiency indicators within the performance standards by reviewing examples from models like Danielson and Marzano. Their work will be entered into a shared Google folder.
Effective online presentations should keep content short with images and text to support key ideas, consider how the presentation will be viewed on different devices or platforms, and remember important details.
The AK Tech TOOLkit provides resources to help Alaskan teachers integrate technology into their classrooms to support new state standards, with options for teachers at different proficiency levels and resources categorized by subject and standard. Teachers can provide feedback to improve the site and keep it applicable for finding dynamic technology-based lesson resources.
This document provides several problem-solution writing prompts focused on common issues within a student's community. The prompts ask students to identify a problem, such as poor behavior at baseball games or new students feeling left out, and propose a solution through a letter or newspaper article. They are instructed to describe the problem, explain their proposed solution, and give reasons why their plan would work to solve the identified community or school-related problem.
This document provides an overview of key provisions of Alaska's flexibility waiver from No Child Left Behind (NCLB) requirements. It discusses reasons for seeking the waiver, including unrealistic proficiency targets. Key NCLB provisions to be waived include timelines for proficiency, school improvement levels, and highly qualified teacher requirements. The waiver is based on three principles: adopting college and career-ready standards in core subjects and assessments; establishing a differentiated accountability system for all schools; and developing teacher and principal evaluation systems tied to student growth. Priority schools in the lowest 5% must implement turnaround principles like replacing the principal, while focus schools in the lowest 10% must address achievement gaps.
This document outlines the requirements for educator evaluations in districts and schools. It includes:
1. Eight evaluation components that assess standards like content knowledge, assessment, learning environment, and student growth.
2. A process for evaluations that incorporates observations, input from parents/students, and measures of student growth.
3. Performance levels of exemplary, proficient, basic, and unsatisfactory that are used to rate educators on each standard and determine their overall rating.
4. Results and actions like improvement plans or professional growth plans for educators who do not meet performance standards. Districts must ensure at least 50% of ratings are based on student growth measures.
The document discusses using QR codes in education, providing examples of how they can be used for student resumes, maps, historical pictures, homework, and more. It also lists several free online tools for generating and scanning QR codes as well as example links for using QR codes in the classroom.
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
I teach at Tok School in Japan. The school has a green screen area and computer lab where students work on many digital projects using laptops and iPads. Students also enjoy group work and coming in early to play games before class.
Implementing a New Digital Literacy Initiativetweisz
This was a presentation for the Alaska School Leadership Conference as part of the Festival of Ideas. I discuss the how we came to the decision to create and implement our technology class as part of a larger digital literacy initiative.
Fashion designers create original clothing, accessories, and footwear. They typically work in large cities like Los Angeles and New York, earning $31.02 per hour or $64,530 annually. While a high school diploma or equivalent is required, designers also need creativity and skills in areas like design, pattern making, and textiles.
The document discusses strategies for fostering collaborative classrooms through differentiation and the use of various Google tools. It emphasizes that one size does not fit all when it comes to students' learning styles and interests, and promotes differentiating instruction through content, ability, and interest. Various Google tools like blogs, wikis, Google forms, chat, and documents are presented as ways to enhance student work, provide feedback, and extend their interests through flexible grouping and choice.
2018 19 power point employee handbook ak gatewaytweisz
This document provides an overview of vision and pharmacy benefits for AlaskaGateway School District Public Employees HealthTrust Insurance Plans from July 2018 to July 2019. It summarizes the vision insurance provider (VSP) and coverage details including annual exams, lenses, frames and contact lenses. It also introduces Optum as the pharmacy benefits manager and encourages using their website/app to locate pharmacies, check copays, order refills and more. Home delivery is highlighted as a way to save on long-term maintenance medications.
The document discusses progress on developing a new teacher evaluation tool for the AGSD district. It describes a work session where teachers provided input on revising the evaluation domains and indicators. Teachers observed video lessons and provided feedback. They also directly edited the evaluation tool domains on the inservice website. The goal is to create a tool that promotes teacher growth through specific, measurable evaluations that can be easily tracked over time in an online database called Classbright. This will allow evaluations to better inform professional development across the district.
This document provides information and guidance about developing Student Learning Objectives (SLOs) for teacher evaluation. It outlines the 4 step SLO process: 1) collecting and analyzing baseline data to develop SLOs, 2) obtaining approval for SLOs, 3) mid-year review of progress, and 4) final review and determining ratings. It discusses recommendations for selecting assessments, setting targets, and determining whether targets were met. The document aims to help teachers understand the SLO process and how to develop high-quality SLOs informed by baseline data to measure student growth over the course of instruction.
The document describes the development of an evaluation tool for educators in the Alaska Gateway School District. It outlines the key components of the evaluation system, including four performance standards (learning environment, planning, instructional delivery, and professionalism), student learning objectives, cultural standards, observations, and other sources of information. It establishes goals for the evaluation process to be streamlined, linked to indicators, supportive of educators, and useful for professional development. Groups of educators will work to determine proficiency indicators within each of the four performance standards by reviewing examples from approved frameworks and choosing those that align with the standard's supporting categories.
This document discusses options for an evaluation tool for goals and school development. It considers the Danielson and Marzano frameworks as well as creating a hybrid model. The hybrid model is favored as it could be customized, integrated into existing technology, and adapted over time. A draft concept is outlined with four domains: learning environment, instructional planning, instructional delivery, and professionalism. Next steps proposed are to choose a framework, develop indicators and performance levels, integrate observation tools, and create a timeline to implement the system in the second school semester.
This document provides information and guidance about developing student learning objectives (SLOs). It discusses collecting and analyzing student learning data to inform the development of SLOs. Teachers participate in a process of setting SLOs, getting them approved, reviewing progress mid-year, and determining a final rating based on outcomes. The document offers recommendations for selecting appropriate assessments and setting meaningful student targets. It emphasizes using data to identify learning needs and focuses, and provides examples of different target-setting methods teachers can use.
The document outlines Alaska Gateway School District's process for developing an educator evaluation system. It discusses the goals of making the process streamlined, linked to a framework, supportive of improvement, and useful for professional development. The evaluation will include four performance standards: learning environment, planning, instructional delivery, and professionalism. Educators at a workshop will work in groups to determine proficiency indicators within the performance standards by reviewing examples from models like Danielson and Marzano. Their work will be entered into a shared Google folder.
Effective online presentations should keep content short with images and text to support key ideas, consider how the presentation will be viewed on different devices or platforms, and remember important details.
The AK Tech TOOLkit provides resources to help Alaskan teachers integrate technology into their classrooms to support new state standards, with options for teachers at different proficiency levels and resources categorized by subject and standard. Teachers can provide feedback to improve the site and keep it applicable for finding dynamic technology-based lesson resources.
This document provides several problem-solution writing prompts focused on common issues within a student's community. The prompts ask students to identify a problem, such as poor behavior at baseball games or new students feeling left out, and propose a solution through a letter or newspaper article. They are instructed to describe the problem, explain their proposed solution, and give reasons why their plan would work to solve the identified community or school-related problem.
This document provides an overview of key provisions of Alaska's flexibility waiver from No Child Left Behind (NCLB) requirements. It discusses reasons for seeking the waiver, including unrealistic proficiency targets. Key NCLB provisions to be waived include timelines for proficiency, school improvement levels, and highly qualified teacher requirements. The waiver is based on three principles: adopting college and career-ready standards in core subjects and assessments; establishing a differentiated accountability system for all schools; and developing teacher and principal evaluation systems tied to student growth. Priority schools in the lowest 5% must implement turnaround principles like replacing the principal, while focus schools in the lowest 10% must address achievement gaps.
This document outlines the requirements for educator evaluations in districts and schools. It includes:
1. Eight evaluation components that assess standards like content knowledge, assessment, learning environment, and student growth.
2. A process for evaluations that incorporates observations, input from parents/students, and measures of student growth.
3. Performance levels of exemplary, proficient, basic, and unsatisfactory that are used to rate educators on each standard and determine their overall rating.
4. Results and actions like improvement plans or professional growth plans for educators who do not meet performance standards. Districts must ensure at least 50% of ratings are based on student growth measures.
The document discusses using QR codes in education, providing examples of how they can be used for student resumes, maps, historical pictures, homework, and more. It also lists several free online tools for generating and scanning QR codes as well as example links for using QR codes in the classroom.
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
I teach at Tok School in Japan. The school has a green screen area and computer lab where students work on many digital projects using laptops and iPads. Students also enjoy group work and coming in early to play games before class.
Implementing a New Digital Literacy Initiativetweisz
This was a presentation for the Alaska School Leadership Conference as part of the Festival of Ideas. I discuss the how we came to the decision to create and implement our technology class as part of a larger digital literacy initiative.
Fashion designers create original clothing, accessories, and footwear. They typically work in large cities like Los Angeles and New York, earning $31.02 per hour or $64,530 annually. While a high school diploma or equivalent is required, designers also need creativity and skills in areas like design, pattern making, and textiles.
The document discusses strategies for fostering collaborative classrooms through differentiation and the use of various Google tools. It emphasizes that one size does not fit all when it comes to students' learning styles and interests, and promotes differentiating instruction through content, ability, and interest. Various Google tools like blogs, wikis, Google forms, chat, and documents are presented as ways to enhance student work, provide feedback, and extend their interests through flexible grouping and choice.