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Trident United Way 2018 Campaign Video - Part 1 (Education) - Duration: 1:59.
Ensuring that each student has an opportunity to succeed.
It's on me.
Education is so important and I know how much effort I had to put into getting my daughter
to read at grade level. A lot of things go into making a child be successful.
Making sure kids have all that, that's on me.
So one of the biggest reasons that I got into teaching is that lightbulb moment. That lightbulb moment
you see when a child really gets it or is really excited about something
they're learning or reading about or hearing about or even something they
already knew and they want to share it with you.
It's on me, it's on all of us to work with schools,
faith-based organizations, after-school providers and parents
to make sure that every child has the ability to succeed academically.
It's up to all of us as a society to make sure that every child has
an equal opportunity to succeed.
It's on me. It's on you. It's on all of us.
It's on all of us to make a difference in our community.
Will you give to Trident United Way?
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Real Estate Education Programs - Duration: 1:58.
For more infomation >> Real Estate Education Programs - Duration: 1:58. -------------------------------------------
#sheleypie #baldisbasics Secret Ending - Baldi's Basics In Education and Learning (Baldi MOD) - Duration: 8:34.
Baldi's Basics Secret Ending
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ASMR turkish massage barber : head , back , arm , body , foot massage education masaj eğitimi - Duration: 18:51.
keşke ben bunu kuaför yapsaydım
terzi yapacağıma
baştan ben sana geldim
tercihini yapsaydın abi
bakmadın ki nedir
terziden direk anlıyon diye direk oraya verdim nebileyim ben
tam soğuk yapabilirsin sıkıntı yok
bu taraf
yap yap birsey olmaz
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LUKA BABY LEARNING SHAPES FOR KIDS WITH GEOMATRY EDUCATION - Duration: 6:06.
Hi guys. Today we continue with another episode on WOA Luka Channel:
LUKA BABY LEARNING SHAPES FOR KIDS WITH GEOMATRY EDUCATION
If you feel this video is some kind of cool stop motion animation.
Please hit "Subscribe" and "Like"
buttons below to see better episodes on WOA Luka Channel.
And don't forget ro hit the ♪BELL♪
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[KDI FOCUS] Healing a Wary, Self-cultivating Society through Education (Hisam Kim, Fellow) - Duration: 4:11.
Social capital is an intangible asset
that is formed through relationships
between people and includes trust, networks and norms.
It is essential to economic growth and structural reform
as well as to the happiness of individuals and local communities.
According to an international survey,
Korea's social capital,
which was measured by the trust in others,
has dropped far below that of advanced countries.
As a result,
competition has taken over cooperation and
a 'each to his own" mentality now dominates Korean society.
In fact, a survey conducted on
the university students of four countries in 2017 found that
81% of Korean respondents thought high school was a 'battlefield.'
Social trust increases in line with the amount of education received.
But, while this is very true for countries in Northern Europe,
it does not apply to those in the Eastern part of the continent and Korea.
Then, what is the cause for the imbalance?
Past studies found that the formation of social capital
is more contingent on teaching methods
than on education level.
This is proven by the high levels of social capital in Northern Europe
where horizontal teaching methods are actively practiced and
the low levels in Eastern Europe and Korea
where vertical teaching methods prevail.
Then, can Korea really increase its social capital
by changing its teaching methods?
In order to find out,
an educational experiment was conducted on
the students of Gwangju Institute of Science and Technology for one semester.
Three classes were taught via vertical methods
centered around lectures and
three via horizontal methods that adopted team-based discussions and projects.
The changes in the students' network of friends and
perceptions of social capital were then tracked.
The results revealed that
students who were taught by horizontal methods
had wider and tighter networks of friends.
Also, horizontal classes helped to ease any imbalances within the students' networks
so that friendships were not overly dependent on a few specific students.
Horizontal classes made bigger improvements in the students' perceptions
about social capital, including trust, fairness and compliance.
And, the more team discussions and projects that were undertaken,
the more inclusive the classes became.
So, how were these improvements possible
when the subjects did not deal with social capital?
Horizontal teaching methods encourage interaction
and collaboration which, in turn,
expands students' networks and
enhances their perceptions about social capital.
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Road to Recovery August 2018 Trailer: Workforce – Training and Education - Duration: 1:49.
During this program we will discuss the challenges
faced by the behavioral health workforce,
as well as strategies to address current
workforce development needs.
The reason workforce development is so important
is because we have a tremendous amount of need.
We have about 19 million people who have substanse use disorders
and only about 10% of those adults get treatment.
It is important to offer incentives to encourage
entry to the behavioral health field
in order to bolster the workforce and improve care.
In order to sustain in this field it's really important
that you're taking care of yourself.
Exercise, nutrition.
Because those are the professions that really
take that extra energy to keep working with clients.
Staff training is extremely important, so we put into place
a training program with the doctors
and the nurse practitioners where a psychiatrist
really got them more comfortable in treating this patient
without having to refer them to a psychiatrist
or a licensed clinical social worker.
We have to start teaching the students who are currently
in nursing school; medical school; social work school,
how to approach these issues,
and really do more effective screening in primary care.
We have the institutions of higher education,
our challenge is getting younger students to step up and say:
"I want to do this."
If we're building trauma informed systems of care,
we're building places that are safe and welcoming
for staff as well as the client.
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Kentucky interim education commissioner gives JCPS a week to consider settlement proposal - Duration: 1:54.
For more infomation >> Kentucky interim education commissioner gives JCPS a week to consider settlement proposal - Duration: 1:54. -------------------------------------------
Networking Opportunities at McMaster Continuing Education - Duration: 0:50.
For more infomation >> Networking Opportunities at McMaster Continuing Education - Duration: 0:50. -------------------------------------------
Using Local Data to Improve School Life, Education, and Family Engagement for English Learners - Duration: 20:33.
Hello, thank you for being here and for your interest in research at the high school level;
that means a lot to us.
There have been several presentations and a lot of focus on pre-K through four today,
and we find that teachers, students, administrators, guidance counselors, everybody involved with
high schools really is dealing with a different animal when it comes to school structure,
school constraints, creative ways to support students, so thank you.
Our project is based on a grant that we were fortunate to get from the Federal Department
of Education.
In previous work that I did with schools, I had done onsite teacher professional development
programs where teachers would take the four ESL certificate courses we offer at Temple
onsite, courses tailored to them, field work tailored to them, and they kept telling me,
"Well, this is all well and good but we can't implement A, B, and C because of our
larger school structure," so when we wrote the proposal for the grant, we decided to
incorporate three elements: not only teacher PD for high school teachers, but PD for the
administrators and staff, and also a strong focus on parent and family engagement, which
is another concern that teachers have typically told me about; they want more strategies and
more resources for reaching out to the communities around their schools and for involving the
parents.
We're working with seven high schools right now in the Philadelphia School District, across
the district, and each school is supplying us with a three-person leadership team which
consists of a principal or assistant principal, a guidance counselor, and ESL specialist,
and a cohort of six content teachers.
The three-person leadership team, as you can see here on the screen, and a cohort of six
teachers who are content teachers but not already ESL-certified.
When we say content, we define that broadly, so for an example, we have a dance teacher
in our cohort, we have an art teacher in cohort two, in addition to the traditional Social
Studies, math, science, ELA.
The role of the leadership team is to basically attend leadership institutes which is our
form of PD workshops.
There are a series of these institutes that we're offering to them, and as part of this,
they conduct a school-wide needs assessment using Indistar, which you'll hear about
in a little bit.
They help us out with data collection at their schools and they also help us coordinate the
parent English class, which actually, has been incredibly, she's been stellar in helping
us run these parent classes.
The teachers complete four graduate level courses that lead to Pennsylvania's program
specialist ESL certificate, and we also have an instructional coach that visits these teachers
in the classrooms, and has one-on-one coaching to supplement, and to help them apply the
things that they're learning in their classes.
They've also helped us a lot with data collection, okay, and as you can see, they have an opportunity
to apply for many grants through us.
If they think of additional activities, projects, resources that they would like for their school,
they propose them to us and we can help fund them.
I mentioned the family engagement piece which is critical to our effort.
We're really working hard to help the schools and the parents work better together, to help
parents feel welcome in the schools, and the primary way we're doing this is that we're
offering ESL classes for all of the parents and any family member in any of the schools
that we're working with, actually, in our four cohort one schools right now.
Providence Center is our community partner that's been working with us to help coordinate
these efforts and these classes are going on right now.
In terms of the data that is going to be elaborated upon later, we're collecting qualitative
and quantitative data.
For the qualitative data, we've administrative surveys to teachers, administrators, parents,
and maybe to students eventually.
The parent data is something that you'll hear about later, we have some really interesting
information to share.
We've observed the teachers and we're using a particular rubric to see the extent
to which they implement strategies learned in the courses.
Because the focus of our teacher training is on literacy in the content areas - or in
other words, disciplinary literacy - we're giving the students a text-based writing assessment.
We've collected the data that is in red, and available to us next fall, will be these
quantitative pieces of data.
Our leadership coach, the individual who works with our leadership teams could not be here
today so he recorded this really well thought-out video for us.
Unfortunately, due to technical difficulties, you won't have the video, but I can at least
play the audio for you.
What our leadership team coach is describing is how Indistar works, and he'll explain
what Indistar is in a moment, and how schools have been using it.
My name's Mark Emerick.
I'm the leadership coach working on the grant and I'm just going to talk very briefly
about how I support leadership teams in making changes to the school environment that support
ELs.
My role, as was mentioned before, I work the leadership team, and I come in and kind of
help the to assess what's going on in the school, and then conceptualize changes that
would be beneficial for ELS.
To do that, we use a system called Indistar which is a monitoring system.
Within Indistar, there are 39 indicators, which are Indistar's kind of best practice
standards, and these are the goals that leadership teams are working toward in their school.
Using these indicators, they go through this process, this assessment process, and that
begins with a needs assessment, so they look at the indicator and determine to what level
they are meeting that standard.
Once they do that, they create a vision for what it looks like when that standard or when
that indicator is fully implemented.
Then they work backwards and say, "Well, okay, how do we achieve that vision?" and
to do that, they create an action plan which are concrete steps that they can take to achieve
that vision.
After they've created that action plan, they start to implement it, and Indistar helps
them monitor that progress along the way.
It keeps track of what percentage of that plan is completed.
Then once everything is implemented and they've achieved what they've set out to achieve,
they go back and say, "Okay, is what we achieved here, does that meet the indicator,
and are we really achieving what we're supposed to be achieving with this goal and with this
initiative?"
I have a little bit of an example here that I made up using one of the Indistar indicators.
This indicator is about school community, knowing the legal mandates, and the rights
that ELs have in schools.
Most schools would say this indicator is partially implemented but the implementation is limited.
Most ESL teachers know the mandates, rights, and procedures, but a lot of times, other
staff members don't, so they create a vision, and the vision that this made-up school created
is that all staff members know that they're required to accommodate ELs instructionally
and they will know the procedures when an EL is struggling in class, they know what
to do.
They created an action plan which involves a document that teachers will get as well
as a PD and a workshop that will be led by the ESL teacher or the ESL department, and
then finally, a survey that kind of gives them feedback on whether teachers really got
what they're supposed to get out of that PD.
Now, say they've implemented this whole plan, now we go back and we look at the indicator
again, and it says the entire school community, including faculty, staff, students, and parents,
are well-informed about legal mandates.
I would say, "Hmm, I don't think we've entirely gotten what we need to here so some
more things need to happen.
Students and parents weren't involved here and we haven't accounted for new teachers
in terms of having a one-shot kind of professional development," so now we go back, and we
reassess, and we create something else, and move forward in trying to fully implement
this indicator.
That's just kind of an overview of the process of what we're doing with Indistar and what
the leadership teams are trying to accomplish in their schools.
Thank you.
Thank you for listening to that.
Indistar has been a unique new tool for us to work with and we're hoping that the way
we work with Indistar can serve as a model for other schools after the grant is over.
Okay.
Great.
Hi, everyone.
My name is Megeara Mabry, okay, and my primary role in this project has been overseeing data
collection.
As Mark explained, one of the things the leadership teams are doing is creating these needs assessments,
so they were largely informed by parent survey data that was collected during the 2017/2018
school year.
The survey was designed to investigate parents' perception of the school as well as their
suggestions for improvement.
The surveys were designed and analyzed by a research team at Temple University.
We distributed these surveys in 39 different languages at all seven of our participating
schools.
We mailed them home, we gave them out in children ESL classes, bilingual counselors - so a lot
of work bringing students to the office - and they were given to parents at parent nights,
back-to-school nights, and at the adult ESL classes.
We had a Chromebook raffle to encourage students to bring them back in.
They were entered into a raffle to win a Chromebook.
We had two raffles at each school, and all together, we were able to collect over 250
surveys in 39 different languages.
We had four primary categories of investigation in the survey, so the first was parents'
level of involvement in school activities, so we asked questions like, "Does the school
try to get parents like you involved in the school?"
The second was their degree of contact and comfort with school personnel, so we asked
questions like, "How do you usually feel when you visit your child's school?"
The third investigate was their child's school work, so we're asking, "How easy
or difficult is it for you to get your child to do their homework?"
Lastly, the child's relationship with peers, and we asked questions about their relationship
with peers from similar backgrounds as them and with the larger school community so, "Does
your child do any extracurricular activities at school such as sports or clubs?"
I want to be brief because I'm going to turn now to Lia who's going to discuss the
data analysis.
Go ahead.
Hi, everyone.
My primary role on this project is to compile, manage, and analyze the wonderful interesting
data that we are collecting.
So far, across five high schools, we have analyzed data from 177 parents in 27 different
languages.
I'll give you some sort of summary statements about the data and then I'll show you on
the next slide specific percentages of things that we found.
Overall, parent respondents do seem pleased with their child's performance in school,
both academically and socially.
They are comfortable coming to school, which is a very positive thing.
Notably, we did find some mismatch between the frequency with which parents feel their
child's school tries to involve them and how important they feel it is to be active
in school.
We'll look at these percentages next.
Okay, so in terms of contact and involvement with school, we see that 48 percent of parents
indicated that they felt very valued by their child's school, so this is positive in the
sense that we have nearly half of the respondents feel very valued, but as moving forward, a
goal would be to increase that even more.
28 percent report that the school often tries to get them involved with 83 percent feel
it's important to be active, so this is what I was talking about with the slight mismatch
there.
We want schools to have the goal of reaching out to parents more so, talking to them, making
them feel like the school wants them to be involved.
81 percent feel relaxed when they visit the school, which is great, and most common reasons
to visit are teacher conferences or back-to-school nights.
In terms of schoolwork, peers, and homework, we have a few findings.
78 percent of the respondents reported that their child was doing very well in terms of
their schoolwork, 79 percent report their child was doing well socially, and 67 reported
that homework was easy for their child; the most common ways that their children get help
with homework is either through the parent respondent or another primary care giver,
and then through the internet is another way.
We'll hand it over.
Hello, everybody.
My name is Snezana Vujovic and I am a school counselor at Abraham Lincoln High School.
I'm very happy and very honored to be part of this wonderful group.
Since we started in September, it's really been a wonderful experience, very inspirational,
and very productive, so thank you very much for involving me with this.
I'm just going to tell you a little bit how it looks like in practice, how this research
is applied in daily life.
This is our leadership team: Miss Corso, we have our ELL coordinator, Mr. Lon is our assistant
principal, and I am a counselor, and my role is parent liaison.
We also have three bilingual counseling assistants: Ms. Corso for Arabic, Mr. Travaglia for Spanish,
and Ms. Wong for Chinese.
We also have four ELL teachers, ELS teachers.
In our school, there are 42 different languages and most spoken ones are Spanish, Arabic,
Portuguese, French, Mandarin, and Vietnamese, so this is the hallway in our school.
Every counselor has a theory of choice, and actually, position of a counselor in this
parent liaison group is very important because, our description of job, we connect students
and families with different resources, and we serve as advocates.
My theory of choice is Aquarian psychology, and simplified through Dr. Beckner and Dr.
Lewis, four crucial Cs.
What does it mean actually in practice?
Whenever I look at the behavior and the growth on behavior, I'm looking for four things:
connection - do people feel connected - do they feel capable, do they feel that they
count and matter, and do they have courage?
If this lacks, we are going to see some problems in behavior.
For example, just very briefly, if a child doesn't feel connected to school, we can
see some attention-seeking behavior and misbehavior, and the last one, if they lose courage, we
have some suicidal ideation.
In my daily job, it's very important to keep an eye on these four Cs.
This concept is really very applicable in my daily work the ELL families.
How do we do that?
We strive to empower the parents by connecting them to school and society, to see how important
it is for them to be a part of the school and their child's life.
We want them to gradually build their skills and to feel capable, because it happens very
frequently when we have new immigrants come into the country, when they come to the country,
they really lose confidence and they don't want to be involved, so we want to show them
that they count and they want to develop courage to persevere in the face of adversity.
This is how we celebrated our culture fest in school, we decorated the doors, all students
took part of that.
How we look at the data from the survey, 72 percent of parents felt that children feel
very welcome or somewhat welcome and our goal is that everybody feels welcome in school,
so in September, we had a training for all staff creating safe and welcoming schools
for immigrant and refugee students, so everybody in our school is trained in that.
We established an ELL and passable program, it's a very competitive program through
applications best students apply, so when we get a new student, they greet them, and
they meet the parents, and they take them around the schools, and they just tell them
what is front of them in school.
Intents to apply for program, we were able to purchase these wonderful flags, 42 flags
in our hallway that you already saw.
Enrollment in school, how did they count?
Ninety percent of parents believe that this is very important or somewhat important to
be involved in school and our goal is to have all parents to feel that way, so intents to
apply program and Providence Center, we were able to provide two sessions of English classes
that are still running in our school, and we're able to provide culture fest for parents
and families.
Schoolwork and peers, capable, how do they become capable?
Almost eighty percent of parents reported their children were doing excellent or very
well in school.
English learners are part of our college-going culture so what do we do for them?
We offer education work, tutoring, we are also very active with Temple, SAT prep, college
and career visits and trips for them, we offered FAFSA workshops for parents and students,
we participated in community college express enrollment date, we have a new power leadership
group for students who are immigrant and first-generation but they are going to accept other students
- these are only girls - and this is like a bridge between ELL and other students, and
the Seal of Biliteracy, so this is a new district program where bi-literal students are getting
an award for being bi-literal in English and their native language or other language.
At the end, we have our progress monitoring reassessment, this is how we developed courage
in the parents because we are going to continually monitor their satisfaction with school.
We advocate for parents in case that they need help.
We encourage them to voice their opinion in a safe and welcoming environment, and this
is how we do that with connect, capable, count, and courage, this is the key and we are very
thankful for the Temple program that gave us this opportunity.
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Question 8 - Jan Tinetti to the Minister of Education - Duration: 2:42.
For more infomation >> Question 8 - Jan Tinetti to the Minister of Education - Duration: 2:42. -------------------------------------------
Business Education Announcement - Duration: 0:31.
For more infomation >> Business Education Announcement - Duration: 0:31. -------------------------------------------
Beaufort County continuing education - Duration: 1:59.
For more infomation >> Beaufort County continuing education - Duration: 1:59. -------------------------------------------
NLC Continuing Education Commercial (1990) - Duration: 0:31.
Good morning, ladies.
Hi, have a donut.
We were just talking about what we do in our spare time.
Oh, really.
I've been taking evening and weekend classes at North Lake College.
Are you working toward a degree?
Oh, I could go for a degree
but right now I'm just looking towards a promotion.
You know, with all these donuts
we really should be signing up for an exercise class.
(laughter)
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