Sc1 Unit 1

May 2005 Garden landscapes Newbury, UK. After leaving school I worked as a labourer for a garden landscaping firm. Tasks included maintaining gardens to constructing bird aviaries. Mar 2007 38 Engr Regt Op TELIC 9. Attached to a field squadron as a Plant Operator, I carried out routine maintenance and servicing on plant equipment.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff. Throughout my teaching career, I have consciously developed a positive rapport with students, colleagues and parents in the interests of promoting mutual respect. I attend, and actively participate in staff meetings, sharing my ideas and listening attentively to others’ contributions. I also enjoy participating in pastoral care duties, and willingly involve myself in discussions relating to pastoral care aspects of the school.

In order to comprehend the curriculum, you must understand that there needs to be a balance between content and skills which is achieved through ongoing discussions with other educators. Among the instruction portion it is key to know that the purpose is not to cover the curriculum, but uses the instruction flexibly to maximize learning for all students. And most controversially is the topic of grades. Two key factors are reviewed; first, grades should never come as a surprise, second, grading doesn’t improve learning but merely summarizes what has been learned. A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students.

According to the author, Grant Wiggins, teachers and students own educational hubris stands in the way of implementing curricula which requires questioning for acquiring knowledge (Wiggins). While curriculum design has historically been used to instill a laundry list of topics students should be able to take with them into the future, Wiggins presented a convincing argument for designing courses around essential questions in which formative and summative assessments would check for how well the student understands the question(s) being posed. Wiggins view of what a curriculum document is and is not embraces the idea of unlimited thinking and expands the role of teachers and students from those with knowledge bestowing it on those who have none

AC1.1 Assess the suitability of a range of monitoring techniques for customers’ complaints. There are a large variety of techniques used to monitor complaints such as: Feedback/evaluations Monitoring sales Monitoring returns

The success of formative assessment implementation really depends on many factors including the teachers’ beliefs and the teachers’ comprehensive understanding on the fundamental principles of formative assessment and its implemental purposes. For formative assessment practices, according to Black and William (1998a), they set out “4 main headings for formative assessment practices: sharing learning goals, questioning, self/ peer assessment and feedback”. From the different point of view, the Assessment Reform Group (2002) has set out “10 principles for formative assessment”. Meanwhile, Sato and colleagues (2007) developed “six dimensions of formative assessment- based on research associated with the National Board Teaching Standards”. It can be seen that there is a variety of definitions of formative assessment practices.

Optimal Accountability System Ann Gaillard Acacia University   An optimal accountability system is comprehensive, holistic and constructive in nature, and is considered a shared responsibility by all stakeholders. It is holistic and comprehensive in the sense that all student data are evidence of learning. Accountability is more than just scores obtained in standardized testing. It is acknowledging that teaching is a child of art and science.

“For learning to happen, students often need to understand how to learn” (Conley, 2012, pp. 83). Teachers should model strategies and what is being taught in different ways to help students understand

Typically, young children especially those in primary schools simply do not learn what they are taught unless there is reinforcement. Assessment is used by educators so often to link their teaching to students’ learning (William, 2013). However, if it is done without any sort of feedback, it might not be useful at all. Teachers assess with the purpose of acknowledging strengths and weaknesses in a child in order to formally or informally instruct the child making room for improvement (Mikre, 2010). It is also important for it informs individual learning achievements to students themselves, their parents and education institutes.

Therefore, it is usually observed, that primary school pupils, struggling to take part in classroom activities, turn to discouraged young adults, who aim to finish schooling as soon as possible. The author claims that the major reason for that is the lack of connection between their curriculum and real-life. Hall enabled us to expand readers’ knowledge in practical usage of this assessment type, providing reasonable clues. It is highlighted, that unlike ongoing assessment, which takes place before and after each unit or language item, affective assessment can take place at any time of the lesson, if teacher finds it appropriate. As she sees it, the educator will definitely see the beneficial changes in students’ behavior, academic success and performance.

Suskie (2009) suggests that assessment reports should keep short and simple. For faculty, the last part of this plan includes a summary of academic assessment for each program and course. This could be more informative, since effective assessment plan provides faculty and staff with guidance on their assessment (Suskie, 2009). Additionally, the assessment goal is not clear enough. Walvood (2010) indicates that the learning goals should be “live” (p. 31).

Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students. Assessment–Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress (Walden University

After, reviewing all of the summative assessments I realized that a lot of the preservice teachers struggled with the matching questions. They mostly got the vocabulary and language development level and the meaning-based context and themes level confused. This made was not completely surprising since the descriptions were similar. Concerning the essay prompt all of the preservice teachers were able to identify that there are 5 acquisition levels and explain at least how one of the six key strategies could be used in the classroom. I would have preferred if they would have been able to give an example of each of the six key teaching strategies but since the question did not clearly state that I cant be disappointed with what I received as answers.

3. Sound design I chose this criteron because classroom assessment practices are more effective when careful attention is given to the structure and format of the assessment and because a variety of classroom assessment designs will provide a much better picture of students’ learning. ---For example: When presenting classroom assessments in an oral form (e.g., class questioning), the teacher considers: complexity of word choice, volume level of voice, or complexity of questions and directions (e.g., multi-step tasks) 4. Effective

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION I believe that I can adequately design and plan instruction. Through experience with practicum I have become very familiar with designing and planning instruction but I will improve in this when I have my own classroom. I believe that writing objectives that are aligned with the standards is a strength of mine. I also feel like I am fairly good at planning instructional strategies and