Designing and implementing training programs Summary 52.2. Sustain performance improvement derived from training. The first step in the design of training involves an assess. Discussion, case study, role-playing, group exercise, simulation games, brainstorming, and demonstration. This test is designed for teachers to ensure they understand how to address the learning needs of diverse student populations. The complete frameworks for the exam as well as sample test questions can be found here: New York State Teacher Certification Examination, Field 201 Educating All Students Test Design and Framework ISNetworked webinars on EAS.
Study Skills Resource Guide and Activities
One of the most difficult things for students to learn is how to create a system of studying that works for them. This author for one struggled to find a system that works.
I was a slightly above average student until I happened to have a roommate that had a very unique study system. My roommate would take a day to write down any possible question that could be asked on our multiple choice exams. She would then transfer these to flashcards. She would then commit these to memory. I tried it and guess what? My multiple choice grades soared. At that time, I finally realized that studying is a true skill and art. I was 20 at the time. It took 15 years of school to realize this.
Understanding how students learn most effiecently is a key concept that most schools simply don't have the time or resources to help students with. If you take time to help your students understand this about themseleves, you will see a greatly increased aptitude and interest. Simply put, students that understand how they learn best are better students. In addition, because they have great success students are much more motivated to learn.
Study Skills Success Packs
How To Improve Your Study Skills
- Summarizing - How to Quickly Summarize Large Amounts of Information
- What is Mnemonics? - They come in an array of formats, but rhyming is one of the most popular ways of using a mnemonic.
![Symmetrix performance workshop student guide 2017 Symmetrix performance workshop student guide 2017](/uploads/1/2/6/3/126336040/385173716.jpg)
Study Skills Web Quests
Teacher Forms
Language Arts and Math Packs
Science Study Packs
Social Studies Packs
New Teacher Assessments
& Certification
This test is designed for teachers to ensure they understand how to address the learning needs of diverse student populations. The complete frameworks for the exam as well as sample test questions can be found here: New York State Teacher Certification Examination, Field 201 Educating All Students Test Design and Framework
ISNetworked webinars on EAS.
Resources on Unpacking the EAS Assessment andThe Forgotten Standards of EAS: Teacher Responsibility and School-Home Relationships with Joan Walker, Associate Professor, Pace University, at the Growing Evidence and Promising Practices Conference on May 27th.
Resources from the presentations:
Resources from the presentations:
Session 1: Unpacking the EAS Assessment
Session 2: The Forgotten Standards of EAS
Resources on Differentiation: the Key to Unlocking the EAS with an emphasis on SPED with Joan Swanson, Assistant Professor; Laura Ficarra, Lecturer, Skidmore College, at the Growing Evidence and Promising Practices Conference on May 27th.
Resources from the presentations:
Resources from the presentations:
Session 3 & 4: EAS & DIfferentiation
Webinar recording of Unpacking the EAS Workshop with Heather Woodley, 2/18/15.Vidoe recording of the same workshop is also available.
SUNY EAS Review Webmix Site developed by Karen Bell, SUNY New Paltz
An online edTPA support module Instructing and Engaging All Students in Learning developed by Kristin Rainville
Click Here
Click Here
EAS Framework Competencies
[ES11:Please have these accordianed or something so that only each competency is listed and when clicked on you see the rest.]
[ES11:Please have these accordianed or something so that only each competency is listed and when clicked on you see the rest.]
Competency 1: Diverse Student Populations
Performance Expectations: The New York State educator understands the characteristics, strengths, and needs of all student populations and effectively uses knowledge of diversity within the school and the community to address the needs of all students, to create a sense of community among students, and to promote students' appreciation of and respect for all students in their diversity.
A webinar and PowerPoint by Ross Greene addressing Competancy 1, Performance Indicators b, g, i, and j.
Competency 2: English Language Learners
Performance Expectations: the New York State educator understanding the characteristics, strengths, and needs of English Language Learners and effectively uses this knowledge to assist in developing their language and literacy skills and promoting their achievement of learning standards in all content areas.
Teaching English Lanaguge Learners: Effective Instructional Practices produced by Vanderbilt University
This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.
This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.
Scaffolding Instructions for English Language Learners: Resource Guildes for ELA and Math
From the Teacher Channel: An expemplar unit focused on ELA instruction for middle school English Language Learners, produced in conjunction with Standford Univeristy. ELA for ELL: A Six Part Video Series
Competency 3: Students with Disabilities and Other Special Learning Needs
Preformance Expectations: The New York State educator understands the characteristics, strengths, and needs of students with disabilities and other special learning needs and effectively uses this knowledge to help students reach their highest level of achievement and independence.
A webinar and PowerPoint by Ross Greene addressing Competancy 3, Performance Indicators c, e
Competency 4: Teacher Responsibilities
Performance Expectations:The New York State educator understands rights and responsibilities in situations involving insteractions between teachers and students, parents/guardians, community members, colleagues, school administrators, and other school personnel.
The Forgotten Standards of EAS: Teacher Responsibility and School-Home Relationships with Joan Walker, Associate Professor, Pace University, at the Growing Evidence and Promising Practices Conference on May 27th.
Resources from the presentations:
Session 2: The Forgotten Standards of EAS
Resources from the presentations:
Session 2: The Forgotten Standards of EAS
Preparation for the Dignity Act: Training for Future Teachers and School Leaders
Competency 5: School-Home Relationships
Performance Expectations: The New York State Educator understands effective strategies for promoting positive and productive relationships and interactions between teh school and home to enhance student learning.
The Forgotten Standards of EAS: Teacher Responsibility and School-Home Relationships with Joan Walker, Associate Professor, Pace University, at the Growing Evidence and Promising Practices Conference on May 27th.
Resources from the presentations:
Session 2: The Forgotten Standards of EAS
Resources from the presentations:
Session 2: The Forgotten Standards of EAS