UIACS provides academic and consultancy services to schools to improve student outcomes. This includes curriculum design, instruction support, accreditation services, and school improvement planning. UIACS consists of several specialized divisions that help schools with these areas. Some of the key services mentioned include curriculum development, online student assessments, facilitating the accreditation process, and providing guidance on school improvement initiatives.
The document provides information on setting up a school monitoring and evaluation system. It discusses key components of the system including major players, roles, types of monitoring, performance measures, the monitoring process, and requirements for an effective system. Specifically, it outlines establishing agreed upon outcomes and standards, designing a system that meets the school's decision-making needs, keeping the system simple, and setting it up quickly. The goal is to effectively track implementation of the school improvement plan and monitor school and student performance over time.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
Monitoring And Evaluation Framework For The K 12 Education And Training Syste...Wesley Schwalje
This presentation advances a performance management framework for the K-12 education system that aligns ministry and sector strategies with the development goals established by the Qatar National Development Strategy 2011-2016 and the Qatar National Vision 2030. Policy-based KPIs were conceived to measure system performance relative to the achievement of the overarching policy aims of quality, equity, and portability. Output KPIs were conceived to measure the effectiveness of education and training system interventions in terms of achieving academic, social, and economic outcomes which are precursors to the future development of Qatar.
Indistar® is a web-based tool that guides a district or school team in charting its improvement and managing the continuous improvement process. You might call it a change management tool. Indistar® is a platform adapted by each State to fit its needs. Indistar® is called different things in different states. For example, Illinois calls it Rising Star, Alaska calls it STEPP, Idaho and Oklahoma call it the WISE tool, and the Bureau of Indian Education calls it Native Star. The system is also tailored for the purposes of each state, its districts, and its schools.
Improved Classroom Management and Instructional Skillsnoblex1
If districts want to eliminate achievement gaps, they must implement a series of initiatives in a focused, progressive effort. Progress should be periodically evaluated to determine when elements are in place. Site visits allow superintendents to estimate implementation levels and determine next steps. Multiple approaches can be used to evaluate progress, including teams of administrators, principals, and teachers or independent consultants. Overcoming a lack of belief that achievement gaps can close and sustaining enthusiasm for change over time are key impediments to success. Districts must provide necessary training and implement reforms before significant improvements in achievement will occur.
Via Evaluation Evaluation Plan presentation for GPAVia Evaluation
The document discusses evaluation plans and their importance. It provides an overview of what an evaluation plan is and when one is necessary, such as when required by a funder. It outlines the key components of an effective evaluation plan, including identifying the evaluator, developing objectives and indicators, creating a logic model and timeline. The presentation aims to help attendees understand how to create strong evaluation plans that can improve their projects and demonstrate accountability.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
The document outlines the framework for monitoring and evaluation (M&E) at the division level. It discusses the objectives of the session which are to explain the assumptions of the division M&E framework, analyze the scope of division M&E, and integrate the content areas with M&E task levels. It also addresses common M&E misconceptions and defines the principles and specific objectives of division M&E. Finally, it identifies the key content areas and hierarchy of task levels that division M&E will focus on.
The document provides information on setting up a school monitoring and evaluation system. It discusses key components of the system including major players, roles, types of monitoring, performance measures, the monitoring process, and requirements for an effective system. Specifically, it outlines establishing agreed upon outcomes and standards, designing a system that meets the school's decision-making needs, keeping the system simple, and setting it up quickly. The goal is to effectively track implementation of the school improvement plan and monitor school and student performance over time.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
Monitoring And Evaluation Framework For The K 12 Education And Training Syste...Wesley Schwalje
This presentation advances a performance management framework for the K-12 education system that aligns ministry and sector strategies with the development goals established by the Qatar National Development Strategy 2011-2016 and the Qatar National Vision 2030. Policy-based KPIs were conceived to measure system performance relative to the achievement of the overarching policy aims of quality, equity, and portability. Output KPIs were conceived to measure the effectiveness of education and training system interventions in terms of achieving academic, social, and economic outcomes which are precursors to the future development of Qatar.
Indistar® is a web-based tool that guides a district or school team in charting its improvement and managing the continuous improvement process. You might call it a change management tool. Indistar® is a platform adapted by each State to fit its needs. Indistar® is called different things in different states. For example, Illinois calls it Rising Star, Alaska calls it STEPP, Idaho and Oklahoma call it the WISE tool, and the Bureau of Indian Education calls it Native Star. The system is also tailored for the purposes of each state, its districts, and its schools.
Improved Classroom Management and Instructional Skillsnoblex1
If districts want to eliminate achievement gaps, they must implement a series of initiatives in a focused, progressive effort. Progress should be periodically evaluated to determine when elements are in place. Site visits allow superintendents to estimate implementation levels and determine next steps. Multiple approaches can be used to evaluate progress, including teams of administrators, principals, and teachers or independent consultants. Overcoming a lack of belief that achievement gaps can close and sustaining enthusiasm for change over time are key impediments to success. Districts must provide necessary training and implement reforms before significant improvements in achievement will occur.
Via Evaluation Evaluation Plan presentation for GPAVia Evaluation
The document discusses evaluation plans and their importance. It provides an overview of what an evaluation plan is and when one is necessary, such as when required by a funder. It outlines the key components of an effective evaluation plan, including identifying the evaluator, developing objectives and indicators, creating a logic model and timeline. The presentation aims to help attendees understand how to create strong evaluation plans that can improve their projects and demonstrate accountability.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
The document outlines the framework for monitoring and evaluation (M&E) at the division level. It discusses the objectives of the session which are to explain the assumptions of the division M&E framework, analyze the scope of division M&E, and integrate the content areas with M&E task levels. It also addresses common M&E misconceptions and defines the principles and specific objectives of division M&E. Finally, it identifies the key content areas and hierarchy of task levels that division M&E will focus on.
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
This document discusses monitoring and evaluation in schools. It defines key terms like school improvement, school effectiveness, and monitoring and evaluation. It explains that monitoring and evaluation provide essential data for decision making by tracking progress, demonstrating impact, and informing stakeholders. Logic models are presented as a way to visually map how a program's inputs and activities lead to intended outputs and outcomes. The importance of school culture that supports data-driven, evidence-based decision making is also emphasized.
School improvement is premised on the firm belief that it is best accomplished when directed by the people closest to the students,
including classroom teachers, specialists, and school administrators. When working collaboratively in Instructional Teams, rather than
in isolation, they positively impact student achievement (Hattie, 2009). Research-based indicators of effective practice help guide
instructional teams to do their work. This process begins by establishing structures and organization for effective meetings. Once
these have been established, the teams turn to the work of developing standards-aligned units of instruction, among other tasks.
The document discusses the purposes and challenges of teacher evaluation. It notes that teacher evaluation typically aims to both improve teaching practices and hold teachers accountable, but combining these two functions into one process can be difficult. When evaluations impact career outcomes, teachers may be less willing to share weaknesses. Additionally, using student test scores can be problematic because test results are influenced by many factors beyond the teacher. The document suggests some measures to improve teacher evaluation, such as integrating formative student assessments, combining improvement and accountability, and accounting for student results through evidence beyond standardized tests.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
The document is a self-assessment rubric to help schools evaluate their implementation of Indistar, specifically regarding the leadership team component. It provides descriptions of limited, full, and exemplary implementation for areas like leadership team composition, meeting frequency, agendas, minutes, selecting objectives, creating tasks, and monitoring progress. The purpose is to allow schools to self-reflect on implementing the leadership team key with fidelity in order to improve practices and student achievement.
The document is a performance evaluation of a school superintendent for the 2012-2013 school year. It evaluates the superintendent on goal setting and achievement across several areas of leadership including: instructional leadership, climate of high expectations, frequent monitoring of student progress, opportunity to learn and time on task, safe and orderly environment, positive home-school relations, clear and focused mission, administrative duties, governance board relations, district management skills, public/community building, and human resource management. The superintendent received ratings on achieving specific goals within each area.
This document provides guidelines for Arizona's teacher evaluation process based on the state's framework for measuring educator effectiveness. It outlines three main components of the evaluation: teaching performance, student academic progress data, and survey data. It also describes operational definitions, the evaluation process which includes beginning and end of year conferences to set goals and determine performance classifications, as well as examples of weighting the different components. Appendices provide additional resources like evaluation rubrics and forms.
The document outlines standards and goals for evaluating a school district superintendent's performance. It includes 6 standards related to educational leadership, management, community engagement, ethics, and understanding the broader context. It also lists 3 district goals: more effectively differentiating instruction; reviewing and revising student progress reports; and better meeting students' social-emotional needs. The superintendent will be evaluated on their performance on the standards and progress towards the goals.
The document describes the improvement process used in Indistar. It involves a leadership team that assesses professional practices and student outcomes to guide improvement. Instructional teams do the same at the classroom level. Coaches provide guidance and feedback to the leadership team based on data reviews. The process aims to improve adult performance to enhance student learning. It uses indicators of effective practice organized in domains and sections to track progress. Keys to success include regular review of data by leadership and instructional teams and guidance from coaches.
This document discusses tools for monitoring and evaluating extension interventions. It begins by defining monitoring as the systematic collection of data during program implementation to track progress, while evaluation assesses overall outcomes and impacts. A variety of quantitative and qualitative tools are described that can be used for both monitoring and evaluation. Key points include selecting appropriate tools based on the program stage, comparing monitoring and evaluation, and using indicators to quantify qualitative data and assess economic impacts. The document provides examples of how these tools can be applied to assess dairy extension programs.
The document discusses quality assessment in higher education programs. It defines key terms like quality assurance, self-assessment, and self-evaluation. It also outlines the purposes and processes of conducting self-assessments of academic programs using frameworks like the Baldrige Criteria. The goals of self-assessment are to evaluate whether programs meet their objectives and identify areas for improvement to enhance student learning outcomes. Conducting self-assessments in a systematic, ongoing manner can benefit organizations by focusing them on goals and assessing performance relative to competitors.
Amalia Aquino continuous improvement and accountabilityAmieAquino2
This document discusses dimensions of school-based management systems, including continuous improvement, accountability, curriculum and instruction, and the scope of accountability and continuous improvement. It provides details on assessing school-based management practices to determine the level of implementation, identify areas for improvement, and enhance support systems. The assessment tool contains indicators for six dimensions, including leadership and governance, curriculum and learning, and accountability and continuous improvement. Schools use the tool to self-assess and develop action plans to improve learning outcomes and school operations.
1. Indistar is a web-based continuous improvement system adopted by state education agencies to provide clear expectations, resources, and a structured process to guide school and district leadership teams in candidly assessing practices and improving professional practice.
2. It provides indicators of effective practice organized into categories and allows teams to prioritize areas for improvement, access research briefs on indicators, and track progress over time.
3. State agencies can customize Indistar to their needs, provide coaching and feedback to schools and districts, and districts can in turn support schools as they work to implement more effective practices.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
Accreditation AdvancED is the world's largest education community, representing 23,000 schools in 30 states and 65 countries serving 15 million students. Accreditation is a process of quality assurance that evaluates, verifies, and improves an institution's quality that has been used by American universities and high schools for over 100 years. Schools must meet AdvancED standards, engage in continuous improvement, and demonstrate quality assurance through internal and external reviews to become accredited.
The document provides an overview of Indistar, a school improvement platform that focuses on core school functions and effective practices. It outlines the school leadership team's role in regularly assessing the school's performance on various indicators and working toward their implementation. It lists school success markers related to the leadership team's work, as well as guidance on pacing school progress by focusing on key indicators. The remainder of the document provides details on specific school success indicators within core functions of leadership, curriculum/instruction, classroom instruction, and personalized learning.
The document discusses changes to assessment practices and reporting to better support student learning. It outlines the goals of assessing to improve learning rather than just measure it. Key points include using formative assessment to provide feedback, coaching students to set goals and reflect on learning, while summative assessment evaluates achievement for grading purposes. The changes are research-driven and meant to increase student success.
This document describes a job posting for a Quality Assurance and Enhancement Officer position at the Cambridge School of Visual and Performing Arts (CSVPA). The main responsibilities of the role include analyzing academic data, producing reports, maintaining data systems, and supporting quality assurance functions like course approval and review. Candidates should have experience with data management, producing reports, and working in an administrative role in education. Strong computer, communication, and organizational skills are required.
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
This document discusses monitoring and evaluation in schools. It defines key terms like school improvement, school effectiveness, and monitoring and evaluation. It explains that monitoring and evaluation provide essential data for decision making by tracking progress, demonstrating impact, and informing stakeholders. Logic models are presented as a way to visually map how a program's inputs and activities lead to intended outputs and outcomes. The importance of school culture that supports data-driven, evidence-based decision making is also emphasized.
School improvement is premised on the firm belief that it is best accomplished when directed by the people closest to the students,
including classroom teachers, specialists, and school administrators. When working collaboratively in Instructional Teams, rather than
in isolation, they positively impact student achievement (Hattie, 2009). Research-based indicators of effective practice help guide
instructional teams to do their work. This process begins by establishing structures and organization for effective meetings. Once
these have been established, the teams turn to the work of developing standards-aligned units of instruction, among other tasks.
The document discusses the purposes and challenges of teacher evaluation. It notes that teacher evaluation typically aims to both improve teaching practices and hold teachers accountable, but combining these two functions into one process can be difficult. When evaluations impact career outcomes, teachers may be less willing to share weaknesses. Additionally, using student test scores can be problematic because test results are influenced by many factors beyond the teacher. The document suggests some measures to improve teacher evaluation, such as integrating formative student assessments, combining improvement and accountability, and accounting for student results through evidence beyond standardized tests.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
The document is a self-assessment rubric to help schools evaluate their implementation of Indistar, specifically regarding the leadership team component. It provides descriptions of limited, full, and exemplary implementation for areas like leadership team composition, meeting frequency, agendas, minutes, selecting objectives, creating tasks, and monitoring progress. The purpose is to allow schools to self-reflect on implementing the leadership team key with fidelity in order to improve practices and student achievement.
The document is a performance evaluation of a school superintendent for the 2012-2013 school year. It evaluates the superintendent on goal setting and achievement across several areas of leadership including: instructional leadership, climate of high expectations, frequent monitoring of student progress, opportunity to learn and time on task, safe and orderly environment, positive home-school relations, clear and focused mission, administrative duties, governance board relations, district management skills, public/community building, and human resource management. The superintendent received ratings on achieving specific goals within each area.
This document provides guidelines for Arizona's teacher evaluation process based on the state's framework for measuring educator effectiveness. It outlines three main components of the evaluation: teaching performance, student academic progress data, and survey data. It also describes operational definitions, the evaluation process which includes beginning and end of year conferences to set goals and determine performance classifications, as well as examples of weighting the different components. Appendices provide additional resources like evaluation rubrics and forms.
The document outlines standards and goals for evaluating a school district superintendent's performance. It includes 6 standards related to educational leadership, management, community engagement, ethics, and understanding the broader context. It also lists 3 district goals: more effectively differentiating instruction; reviewing and revising student progress reports; and better meeting students' social-emotional needs. The superintendent will be evaluated on their performance on the standards and progress towards the goals.
The document describes the improvement process used in Indistar. It involves a leadership team that assesses professional practices and student outcomes to guide improvement. Instructional teams do the same at the classroom level. Coaches provide guidance and feedback to the leadership team based on data reviews. The process aims to improve adult performance to enhance student learning. It uses indicators of effective practice organized in domains and sections to track progress. Keys to success include regular review of data by leadership and instructional teams and guidance from coaches.
This document discusses tools for monitoring and evaluating extension interventions. It begins by defining monitoring as the systematic collection of data during program implementation to track progress, while evaluation assesses overall outcomes and impacts. A variety of quantitative and qualitative tools are described that can be used for both monitoring and evaluation. Key points include selecting appropriate tools based on the program stage, comparing monitoring and evaluation, and using indicators to quantify qualitative data and assess economic impacts. The document provides examples of how these tools can be applied to assess dairy extension programs.
The document discusses quality assessment in higher education programs. It defines key terms like quality assurance, self-assessment, and self-evaluation. It also outlines the purposes and processes of conducting self-assessments of academic programs using frameworks like the Baldrige Criteria. The goals of self-assessment are to evaluate whether programs meet their objectives and identify areas for improvement to enhance student learning outcomes. Conducting self-assessments in a systematic, ongoing manner can benefit organizations by focusing them on goals and assessing performance relative to competitors.
Amalia Aquino continuous improvement and accountabilityAmieAquino2
This document discusses dimensions of school-based management systems, including continuous improvement, accountability, curriculum and instruction, and the scope of accountability and continuous improvement. It provides details on assessing school-based management practices to determine the level of implementation, identify areas for improvement, and enhance support systems. The assessment tool contains indicators for six dimensions, including leadership and governance, curriculum and learning, and accountability and continuous improvement. Schools use the tool to self-assess and develop action plans to improve learning outcomes and school operations.
1. Indistar is a web-based continuous improvement system adopted by state education agencies to provide clear expectations, resources, and a structured process to guide school and district leadership teams in candidly assessing practices and improving professional practice.
2. It provides indicators of effective practice organized into categories and allows teams to prioritize areas for improvement, access research briefs on indicators, and track progress over time.
3. State agencies can customize Indistar to their needs, provide coaching and feedback to schools and districts, and districts can in turn support schools as they work to implement more effective practices.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
Accreditation AdvancED is the world's largest education community, representing 23,000 schools in 30 states and 65 countries serving 15 million students. Accreditation is a process of quality assurance that evaluates, verifies, and improves an institution's quality that has been used by American universities and high schools for over 100 years. Schools must meet AdvancED standards, engage in continuous improvement, and demonstrate quality assurance through internal and external reviews to become accredited.
The document provides an overview of Indistar, a school improvement platform that focuses on core school functions and effective practices. It outlines the school leadership team's role in regularly assessing the school's performance on various indicators and working toward their implementation. It lists school success markers related to the leadership team's work, as well as guidance on pacing school progress by focusing on key indicators. The remainder of the document provides details on specific school success indicators within core functions of leadership, curriculum/instruction, classroom instruction, and personalized learning.
The document discusses changes to assessment practices and reporting to better support student learning. It outlines the goals of assessing to improve learning rather than just measure it. Key points include using formative assessment to provide feedback, coaching students to set goals and reflect on learning, while summative assessment evaluates achievement for grading purposes. The changes are research-driven and meant to increase student success.
This document describes a job posting for a Quality Assurance and Enhancement Officer position at the Cambridge School of Visual and Performing Arts (CSVPA). The main responsibilities of the role include analyzing academic data, producing reports, maintaining data systems, and supporting quality assurance functions like course approval and review. Candidates should have experience with data management, producing reports, and working in an administrative role in education. Strong computer, communication, and organizational skills are required.
e Reach Institute for School Leadership Job Announcement: Director of Operati...Karin Seid
This job posting is for the position of Director of Operations and Student Services at the Reach Institute, a non-profit graduate school of education. The Director will oversee operations, student services, and administration and provide leadership and management in areas like systems, recruitment, and organizational culture. Key responsibilities include overseeing office management, communications, student support services, and ensuring compliance with various regulatory bodies. The ideal candidate has 3-5 years of relevant management experience in education or non-profits and knowledge of credentialing requirements.
Kamlesh Chandra has over 20 years of experience in the education field, working as a director, trainer, facilitator, coach, and mentor. He focuses on data-driven school improvement, setting goals, and monitoring progress to increase student achievement. Some of his strengths include shaping visions of success, cultivating leadership in others, and improving organizational and instructional effectiveness through managing resources, people, and processes.
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
How Did WE Do? Evaluating the Student Experience CHC Connecticut
This webinar discussed evaluating student training programs at community health centers. It covered defining program evaluation and the evaluation process, which includes developing a written evaluation plan linked to the curriculum, collecting and analyzing data, and communicating results to improve the program. The webinar provided examples of evaluating different levels of a training program, from student satisfaction to behavioral changes to institutional results. Attendees were encouraged to partner with local university education experts and use a mix of qualitative and quantitative data from multiple sources and stakeholders to conduct a credible and useful evaluation of their student training program.
Educators Pave the Way for Next Generation of LearnersCognizant
As educational assessments shift to outcome-based learning, providers must adopt new forms of test delivery to increase their global reach and provide ubiquitous services to a new student population.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
This document provides information for teachers and faculty at different education levels. It offers services to help high school and middle school teachers develop curricula to meet state standards and student needs. Early childhood and elementary teachers can get assistance creating plans that embed skills while meeting curriculum standards. Special educators can receive help developing IEPs that incorporate assessments and strategies. The document also discusses services for university faculty to enhance teaching, research, leadership and proving student learning. Corporate trainers can obtain support developing engaging training plans that integrate technology and meet goals.
This document provides a summary of an individual's qualifications and experience in education administration and teaching. Over 34 years, he has held leadership roles as principal and educational director at several schools, demonstrating skills in curriculum development, academic performance management, human resources, and relationship building. He has trained over 6,000 teachers and currently works as a master trainer and resource person for CBSE. His educational background includes degrees in education management, political science, and certifications in higher education and guidance counseling.
The document provides an overview and self-assessment results from Elbert County School District's accreditation process using AdvancED standards. It summarizes the district's mission, vision, beliefs, and the structure of its accreditation steering committee. For each standard, it identifies strengths, challenges, and recommendations. Key points include the district maintaining high expectations for learning, focusing on improving instructional practices, and developing a strategic plan. It also notes strengths in curriculum, leadership, teaching, and resources, while identifying areas for enhancing teaching and learning support.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
Discuss the needs and importance of evaluation in education.pdfuplevelway
Evaluation in education refers to the systematic process of assessing and appraising educational programs, curriculum, teaching methodologies, student performance, and overall educational effectiveness. The goal of evaluation is to gather information, make informed decisions, and improve the quality of education.
Needs of Evaluation in Education:
Assessment of Learning Outcomes: Evaluation helps assess whether students are meeting the expected learning outcomes. It provides insights into their knowledge, skills, and understanding of the subject matter.
Curriculum Improvement: Evaluation assists in evaluating the effectiveness of the curriculum. It helps identify areas that need improvement or modification to better meet the educational objectives and standards.
Quality Assurance: Evaluation serves as a tool for quality assurance in education. It ensures that educational programs and processes meet established standards and are of a high standard.
Teacher Effectiveness: Evaluating teachers’ performance helps in identifying strengths and areas for improvement. This information is valuable for professional development and enhancing teaching effectiveness.
Feedback for Improvement: Evaluation provides constructive feedback to both educators and students. This feedback is essential for making improvements, refining teaching methods, and enhancing student learning experiences.
Resource Allocation: Through evaluation, educational institutions can assess the efficiency and effectiveness of resource utilization. This helps in making informed decisions regarding resource allocation for improved educational outcomes.
Accreditation and Accountability: Evaluation plays a crucial role in the accreditation process for educational institutions. It ensures that institutions meet certain standards, promoting accountability and transparency.
Policy Development: Evaluation provides data and insights that can inform the development of educational policies at various levels, from the classroom to the national education system.
The document discusses the planning, implementation, and evaluation of continuing education programs. It covers establishing goals and objectives, assessing needs, identifying resources, budgeting, implementing the program, and evaluating outcomes. Effective planning is key and involves determining learning needs, prioritizing needs, and ensuring adequate resources like faculty, funding, and facilities. Programs must also be evaluated on an ongoing basis to assess effectiveness and identify areas for improvement.
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
Teacher induction programs | new teacher centerRichard Pancho
The document discusses teacher induction programs that are designed to help new teachers transition successfully into their roles and improve their effectiveness. It outlines the key components of successful induction programs, which include instructional mentoring, professional learning communities, engaged principals, and supportive school environments. The New Teacher Center works with districts and states to implement robust induction programs through various services, such as supporting program leaders, providing professional development for mentors, building principal capacity, using assessment tools to guide mentoring, and facilitating continuous program improvement through data analysis. The goal of induction programs is to enhance student achievement, accelerate teacher effectiveness, improve retention, and strengthen leadership.
How will I and my students utilize the results of the assessment_sir joey.docxLeiYah4
The document provides guidance on how teachers can utilize assessment data from various tools to improve student learning and instruction in five key ways:
1. Plan individualized instructional interventions for struggling students based on their strengths and weaknesses.
2. Develop daily instructional strategies like grouping students based on their performance levels.
3. Set targeted goals for students and teachers to guide success.
4. Monitor student and teacher progress regularly to track improvements.
5. Discover professional development needs for teachers based on areas where students see the least growth.
This document discusses using data to drive instruction and student learning. It emphasizes using multiple sources of student data, including standardized tests, observations, conversations and student work, to identify learning goals and diagnose student strengths and needs. The document also discusses tools like data disaggregation and student work analysis protocols to help teachers understand what students know and still need to learn in order to improve instruction. Finally, it provides information on the Common Core State Standards and 21st century skills emphasized by the Partnership for 21st Century Skills.
This document discusses assessment and its role in the learning college. It provides 10 guiding principles for assessment in the learning college, including that assessment should be driven by college values, have long-term commitment and faculty leadership, clearly define learning outcomes, use sound research methods, and link to college planning. Assessment results should be used by faculty to improve learning. Overall, the document advocates for student outcomes assessment as a way to place learning at the center of the academic program and student experience in the learning college.
Similar to United International Academic and Consultancy Services (20)
United International Academic and Consultancy Services
1. Our purpose:
UIACS – Academic and Consultancy Services unit works to improve outcomes for
schools and students by ensuring consistent and high quality implementation of
programs throughout a school’s journey by means of the design, development and
quality assurance of existing and new services to schools.
Introduction
UIACS – Academic and Consultancy Services unit seeks to help schools with
curriculum design and instruction, accreditation and school improvement.
Online assessment and during the past years of experience, we had worked
extensively with K-12 teachers and administrators, nationally and internationally
schools, British and American Programs.
UIACS has many and main specialized divisions that respond to each sector and
aspect in schools’ Services.
Our team comes from a wide experience in serving the schools programs, exceeding
30 years working closely with national and international schools.
The primary concern of UIACS – Academic and Consultancy Services unit is the
quality of its services, a track that we followed continuously from day one up to date
which guided us to our Client Trust and Satisfaction.
UIACS unit will offer to Valuable Clients services that at all times aimed to:
Satisfy their Expectations
Meet a well- defined Need, Use or Purpose
Comply with applicable Standards and Specifications
UIACS - works as a coordinating point for school improvement initiatives of the
International Education., coordinates and controls services to support schools
meeting required performance standards under both national and international
accountability systems.
2. Education focus on building capacity for school improvement to ensure all students
graduate career and college ready.
Our
Accreditation:
Accreditation has two fundamental purposes: to assure the quality of the
school or program and to assist in the improvement of the school or program...In
fulfilling its two purposes, quality assurance, and school and program improvement.
The specific purposes of the accreditation process are:
1. To encourage continuous self-analysis and improvement of the occupational
therapy educational program by representatives of the institution's administrative
staff, teaching faculty, students, governing body, and other appropriate
constituencies, with the ultimate aim of assuring students of quality education in
this profession.
2. To determine whether the occupational educational program meets the
appropriate approved educational standards.
UIACS – Academic and Consultancy Services
CURRICULUM
DEVELOPERS
ONLINE
ASSESSMENTS
ACCREDITATION
FACILITATORS
SCHOOL
IMPROVEMENT
3. Accreditation Coordinator Jobdescription:
Designated as an Accreditation coordinator according to the following
knowledge, skills and abilities:
Knowledgeand understanding of the accreditation process
Knowledgeand familiarity with the accreditation –organization Standards,
measures and domains
Knowledgeof the schoolprograms
Possession of basic computer and technological skills, especially Word,
Excel, Adobe, and internet (preparation of documents in various formats such
as PDF, Word, etc., electronic file naming, uploading documents)
Excellent organizationalskills and strong attention to detail
Ability to develop, organize, motivate and coordinategroups across the
organization
Ability to collect and organizedata
Ability to communicate effectively to various audiences, both in writing and
verbally
Ability to collaborate effectively with staff members, public officials,
representatives and other stakeholders
Ability to prepareinformative and accuratereports on programprogress
An underlying principle is that this individual must be given authority to work
with staff, at all levels, to undertakethe accreditation process --including the
ability to delegate assignments to staff and hold them accountable for
completion of tasks.
Role and Responsibilities of the AccreditationCoordinator (AC)
Complete schoolReadiness and /or self - assessmentChecklist”
In collaboration with the schooladministration, develop and lead an
OrganizationalSelf-AssessmentTeam. An OrganizationalSelf-Assessment
Team is made up of staff throughoutthe schooland is responsiblefor
implementing the self-assessmentprocess, analyzing theresults, and making
recommendations regarding programimprovements based on the results.
4. Conduct a comprehensiveassessmentof the schoolas a whole, it is often
valuable for the team to representmembers from all levels of management
and staff, and all programareas. This will ensurethat the wide range of skills
and expertise required to conduct the assessmentareavailable.
Facilitate processes for the OrganizationalSelf-AssessmentTeamto
achieve consensus as needed (e.g., how to divide up accreditation work,
determine organizationalpriorities stemming fromthe results of the self-
assessment; identify areas for quality improvement, etc.). Additional
information on prioritizing areas for improvement
Orientstaff, the OrganizationalSelf-AssessmentTeamand other
stakeholders on the accreditation and standards/measuresprocess. Template
presentations for orientating staff and stakeholders to Public Health and
Scheduleand facilitate regular meetings with the OrganizationalSelf-
AssessmentTeam, using good time management skills
Develop and implement a communications plan to ensure that all relevant
parties are kept apprised of the progress
Develop and maintain database of documents that demonstrate
conformity to accreditation standards and measures
Provideinsightand guidance to staff on how to develop the improvement
plans
Identify tasks and assignments for staff to undertake the Standards review
Work with staff to collect applicable documentation and evidences
Lead brainstorming with staff on the best way to acquire documentation that
is difficult to identify, find or develop; processes thatneed to be improved or
implemented; and systems that need to be reviewed
Actas the primary point of contact for the accreditation organization while
preparing for the site visit, during the site visit, and after the site visit
5. Organizesitevisit preparation activities and present site visit results to
leadership and other stakeholders
Ensurethat media relations staff is informed about the accreditation
process.
Curriculum Developer
We develop school curriculum aligned with the international standards.
We work closely with academic heads, coordinators and teachers in order to
3. School Improvement: The school improvement plan is a road map that sets out
the changes a school needs to make to improve the level of student achievement,
and shows how and when these changes will be made. School improvement plans
are selective: they help principals, teachers, and school councils answer the
questions “What will we focus on now?” and “What will we leave until later?”
They encourage staff and parents to monitor student achievement levels and
other factors, such as the school environment, that are known to influence student
success. With up-to-date and reliable information about how well students are
performing, schools are better able to respond to the needs of students, teachers,
and parents.
Online Assessment
Introduction to our online Assessment
Online Assessment is an intervening, computer adaptive assessment of literacy and
mathematics skills. It is available for K – Grade 10 in English and Math. It generates
instant reports aligned to Common Core Standards and/or the National British
Standards to help teachers move quickly from assessment to instruction and help
administrators identify resource needs. Assessment reports include tools to pinpoint
skill gaps, group students for differentiation, plan instructional next steps and
communicate with parents.
At UIACS, Assessment gives the schools an inside look at what your students will
experience when they take our interim assessments.
6. inform in-the-moment instructional practices by identifying every student’s
strengths and opportunities for improvement
track student progress
predict performance on high-stakes summative assessments
generate valid growth data to use when evaluating programs within and
across your school performance
enhance your students’ comfort with computer adaptive assessments by
permitting them to “try out” new Assessment
Assessments deliver valid, reliable, and real-time growth and proficiency
A TOOL FOR TEACHERS
UIACS Assessments provide detailed, actionable data about where each child is on
their unique learning path. Because student engagement is essential to any testing
experience,we work with educators to create test items that interest children and help
to capture detail about what they know and what they are ready to learn. Its
information teachers can use in the classroom to help every child, every day.
HOW IT WORKS
ASSESS:
Students complete the child-friendly assessment independently on the computer (30-
45 minutes, 2-4 times a year).
REPORT:
Educators and administrators gain instant access to interactive reports.
TEACH:
Educators can get started right away. Targeted recommended activities and
grouping suggestions help link assessment data to instruction.
Support Structure:
Representing the Student-Teacher Interaction to ensuring a stress-free experience for
young students, support helps collect more data for teachers, including instructional
7. recommendations for targeting skills at the concept and sub-concept level. Scores
factor in whether or not students needed support and narrative reports include item-
level information.
THE BENEFITS OF THE ONLINE ASSESSMENT
The benefits of Assessment include
Increased student engagement in the curriculum. When students seetheir test results
immediately, they are more likely to be interested in the outcome than when they
have to wait days for a grade.
A flexible test environment. Students can take a test from anywhere that provides
access to the Internet.
A painless way to integrate technology. Often, administrators, schools, and tech
staffs encouragethe useof technology in the classroom.Testing online isan easyway
to begin using technology on a regular basis -- without using extra time or resources.
Time-Saver.
Online testing saves teachers grading time. More importantly, online testing saves
instructional time; students can complete online tests in less time than it takes to
complete pen-and-paper tests. The extra time can be used for higher-order thinking
projects that apply the material on the tests!
Thank You
Nawal Mousa Alshafie
Director of:
United International Academic and Consultancy Services
www.uislebanon.com
e-mail: info@uislebanon.com
mobile: 03194097
Website: www.lebtech.org ( in KSA)
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