2003 - Essential Skills For Adjunct Law Professors Promoting the science and art of teaching . essential teaching skills for AdjunctLaw Question types included questions asking for rote knowledge, http://www.law.gonzaga.edu/Programs/Institute for Law School Teaching/Previous I
Extractions: 2003 - Essential Skills for Adjunct Law Professors John Marshall Law School - Hotel Listings 2003 - ESSENTIAL SKILLS FOR ADJUNCT LAW PROFESSORS home programs institute for law school teaching previous institute conferences ... 2003 - essential skills for adjunct law professors Promoting the science and art of teaching Essential Teaching Skills for Adjunct Law Professors Midwest Regional Conference Location: The John Marshall Law School To view the following information in PDF format, click here. General Information The Institute for Law School Teaching held a conference for adjunct law professors and other legal educators in the Midwest on June 7, 2003. This conference was a collaboration between the Institute and The John Marshall Law School. Most participants were adjunct faculty members who teach upper-level courses. Other participants included academic deans, full-time legal educators who work with adjunct professors, and several Japanese legal educators. Gonzaga University School of Law founded the Institute for Law School Teaching in 1991. The Institute is devoted to improving the quality of teaching and learning in law schools. We have been hosting conferences for law teachers since 1994 and publish The Law Teacher, a semiannual periodical containing short articles that provide practical tips and innovative ideas on law teaching. The Institute also publishes books and produces videotapes on effective legal education. You can read The Law Teacher on our Web site here Why This Conference?
Test Of Teaching Knowledge the role of student background in the learning process, and other foundationalknowledge and skills essential to the profession of teaching. http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Cons
Extractions: select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming Test of Teaching Knowledge INTASCs Test of Teaching Knowledge (TTK) is a teacher licensing test, developed with funds from 15 INTASC states, to assess a candidates ability to meet the INTASC model core standards considered essential for competent teaching. The test assesses a beginning teacher's professional knowledge in areas such as theories of teaching and learning, cognitive, social and physical development, diagnostic and evaluative assessments, language acquisition, the role of student background in the learning process, and other foundational knowledge and skills essential to the profession of teaching. Assessing Beginning Teacher Performance INTASC states recommended a candidate pass at least three licensing tests before they are issued a permanent license, as opposed to an initial or provisional license. These three tests include
Extractions: using this site? You are in: SCIE website SCIE's resources knowledge review 6 May 2004 Knowledge review 6: Teaching and learning communication skills in social work education is the second in a series of SCIE knowledge reviews looking at how core social work skills are taught in social work education. The review, jointly commissioned with the Social Policy and Social Work Learning and Teaching Support Network (SWAPltsn), looks at how communication skills (that is, oral and written communication with people who use social care services) are being taught and to what effect. It draws out common messages from existing research and identifies areas where more research is needed to support good practice. This knowledge review will help people who teach social work (that is, academics, practice teachers and service users) in developing a framework for teaching communications skills. It will also help researchers by identifying areas where more information is needed. The review may also be of interest to students and social care workers. How was the knowledge review conducted ?
NBPTS Certificate: Young Adulthood/Exceptional Needs Specialist National Board for Professional teaching Standards About the Assessments. strengthen understanding and gain command of essential knowledge and skills. http://www.nbpts.org/candidates/guide/whichcert/11EarlyChildYoungAdult2004.html
Extractions: but it is accessible to any browser or Internet device. The Early Childhood through Young Adulthood/Exceptional Needs Specialist certificate is appropriate for teachers who teach students ages birth through 21+ years* with exceptional needs, and who know the philosophical, historical, and legal foundations of special education. Candidates in this certificate area are required to select one of the five paths described in the shaded box "Exceptional Needs Paths" below. Candidates should select the path that best identifies their teaching situation when applying. Below is a set of questions for you to ask yourself about your teaching practice. If you answer "No" to one or more of the questions, you may need to discuss your teaching situation with professional colleagues, your school faculty, a National Board Certified Teacher, your faculty support group, or a state-level official who is directing a fee subsidy program. For the portfolio, will you be able to:
NPS Essential Competencies: Historian Following is a list of the competencies and the knowledge, skills, and abilities (KSAs) Skill in developing and using a variety of teaching techniques, http://www.nps.gov/training/npsonly/RSC/historia.htm
Extractions: HISTORIAN Essential Competencies Introduction : Historians use a knowledge of American history and the analytical skills acquired in studying history. Historians apply this knowledge and skill in helping further the National Park Service mission to understand, preserve, protect, and interpret important cultural resources both under and outside the Service's ownership or jurisdiction. Specialized tasks may include, but may not be restricted to, one or more of the following: conducting research on historical topics and properties; conducting field surveys on historical properties; and/or evaluating historical studies and documentation; providing advice, guidance, and technical assistance on historical topics and preservation issues; participating in the development of standards for the practice of history and historic preservation. The combination of tasks will vary from job to job, in whatever arena historians practicein individual parks, systems offices, program centers, regional offices, or the Washington Office. For example, a park or systems office historian may conduct research on an area's history before and after it became a park, conduct surveys to identify and evaluate a park's cultural resources, provide information that assists responsible park planning and allows maintenance workers to preserve the historic character of buildings, write historical studies for use in developing interpretive programs and writing park handbooks and visitor brochures, train park staff on the history of the park, and contribute reviews and monographs to historical journals.
Department Of Biomedical Engineering of Dutiesteaching Specialist to provide parttime classroom teaching or assistingC. essential (Required) knowledge, skills, Abilities, A. http://www1.umn.edu/bme/positions.html
Extractions: University of Minnesota Department of Biomedical Engineering Faculty Positions Available The University of Minnesota invites applications for full-time tenure-track or tenured faculty positions in the Department of Biomedical Engineering. Rank will depend on qualifications and experience of the candidate. All biomedical engineering areas will be considered, but we are particularly interested in candidates in the areas of: Candidates must have a doctorate degree in biomedical engineering or a related field of science or engineering by the beginning date of appointment. It is preferred that candidates be qualified to instruct an integrated lecture/lab course in systems physiology, cellular and molecular biophysics, biomaterials, biomedical transport processes, biomechanics, bioelectricity/instrumentation, or biomedical device design. The successful candidates will be expected to develop an active externally funded research program, initiate collaborative research with other faculty at the University of Minnesota, and have a strong commitment to excellent teaching. Interaction with the biomedical device companies around the Twin Cities is desirable.
Teaching Texas Archeology With The TEKS Teachers Guide to TBH teaching with Standards Lesson Plans Unit Plans Teacher curriculum guidelines, the Texas essential knowledge and skills (TEKS). http://www.texasbeyondhistory.net/teach/teaching.html
Extractions: Texas Beyond History TBH Home Texas' cultural heritage and archeology can be taught using many different objectives in different subject areas from the state-mandated curriculum guidelines, the Texas Essential Knowledge and Skills (TEKS). Because archeology is an interdisciplinary field, archeological topics and skills fit easily into language arts, math, science, art, and social studies classes. Archeological content about the prehistoric and historic past fit snuggly into social studies TEKS objectives under history, geography, economics, citizenship, culture, science-technology-and society, and of course, social studies skills objectives. Suitable TEKS objectives for archeology in fourth grade and seventh grade Texas history are found below. To see TEKS for language arts, math, science, and art, visit http://www.tea.state.tx.us/teks/
A Brief Summary Of The Best Practices In Teaching While the skills of teaching are widely researched and described, they are rarely Learning to learn, to acquire the essential knowledge, skills and http://northonline.sccd.ctc.edu/eceprog/bstprac.htm
Extractions: A Brief Summary of the Best Practices in Teaching Intended to Challenge the Professional Development of All Teachers Compiled by Tom Drummond North Seattle Community College, 1994, 2002 Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. I have tried to make this listing brief, to serve more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are unfamiliar, refer to the works cited. Recognizing that teaching is both art and science, I advance this list of dimensions of excellence as a starting point for discussions about the performances we as teachers strive for and may help each other obtain. While the skills of teaching are widely researched and described, they are rarely rewarded, mostly, I think, because we do not share a common language about best practices. Instead of directly addressing learning to teach well, we often erroneously assume new teachers know how to teach because they used to be students. Becoming an excellent college teacher is a continuing, life-long professional challenge, the dimensions of which often go unrecognized. In the general mind, doctors and lawyers are professionals; teachers are not. I believe we could change our semi-professional status if we could agree upon a list of Best Practices such as this one and help each other achieve them. It would help us achieve three goals:
LESSON PRESENTATION is essential for effective transfer of knowledge and skills to the real All of these apply to the teaching of wellstructured skills as well but http://www.humboldt.edu/~tha1/hunter-eei.html
Extractions: objectives standards anticipatory set teaching guided practice/monitoring closure independent practice [The above outlines what is generally referred to at the Madeline Hunter Method; it is only a small part of her "method." An explanation of the meaning of the terms follows here and a fuller development of the Hunter Method follows this section.] Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching. informal. Bloom's Taxonomy of Educational Objectives which is shown below, gives an idea of the terms used in an instructional objective. See Robert Mager [library catalog] on behavioral objectives if writing specificity is required. The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable forwhat is expected.
Extractions: Health Promotion Consultant, Leeds, United Kingdom, Introduction Teaching Eye Health: A New Series In this Issue (No. 33) of the Community Eye Health Journal we begin a new series on an important subject. Teaching Eye Health seeks to develop understanding of the principles and methods required in making teaching effective, thus meeting the learning needs of us all. The practised teacher may wish to review the series to personal advantage but also offer advice and views based on his or her own teaching and learning experience. The newer student of Community Eye Health should also feel free to give objective comments to the potential benefit of all our readers. Dr John Hubley introduces Teaching Eye Health with an overview in this Issue. This, and subsequent Issues of the Journal, will include the following topics:
Teaching Strategies One of the most comprehensive introductions to teaching available, encourages,and provides essential knowledge and skills for becoming an exceptional http://www.acteonline.org/store/teachstrategies.cfm
Extractions: var gMenuControlID=0; var menus_included = 0; var jsPageAuthorMode = 0; var jsSessionPreviewON = 1; var jsDlgLoader = '/store/loader.cfm'; var jsSiteID = 1; var jsSubSiteID = 42; var kurrentPageID = 2374; document.CS_StaticURL = "http://www.acteonline.org/"; document.CS_DynamicURL = "http://www.acteonline.org/"; High levels of stress are an occupational hazard of the teaching profession, resulting from inadequate training for the broad scope of teacher responsibilities beyond instruc-tion. This guide fills this void by creating a step-by-step sequence of practical tech-niques guiding teachers toward an effective action plan for successful teaching and classroom management. 2002, 272 pgs. This book is packed with practical, tested ideas and resources to help you "contain" your job and still maintain high standards! The format lets you browse through the chapters and apply the ideas that fit your immediate needs and style-including over 60 reproducible forms for your use. 2003, 152 pgs.
Extractions: Home Best Education Practices Essential BEPs ESSENTIAL BEPs navigation For every education or learning situation For the individual For the class or group For Web-based learning ... References Here you'll find primary recommendations grouped according to typical educator challenges. If you want to use BEPs but aren't sure where to begin, try the BEP Decision Tree BEP Research provides more information, including key recommendations from each discipline, available by
EDOT the essential teaching knowledge and skills of beginning teachers. With this perspective, the essential Dimensions of teaching identifies ten http://jewel.morgan.edu/~salao/edtl.html
Extractions: DESIGN TEAM The design team for EDOT comprised of Dr. Rochelle Clemson and Dr. Virginia Pilato of the Maryland State Department of Education and Ms. Joann Erickson of Towson State University, gratefully acknowledges the efforts of the many people who gave so much of their time to identify the essential teaching knowledge and skills of beginning teachers. These individuals include the Deans and Directors of Teacher Education of Maryland Institutions of Higher Education (i.e., Dr. Patricia Welch of Morgan State University). INTRODUCTION The State of Maryland views learning to teach as a developmental process in which there is continuos engagement with research, best practice, and expert opinion. With this perspective, the Essential Dimensions of Teaching identifies ten performance-based standards for guiding career-long development for the following: The initial learning of teacher candidates; The continuing professional growth of teachers; The development and assessment of teacher education programs, with assessment based upon performance of graduates;
Extractions: @import url("/template/css/frame_layout.css");@import url("/template/css/column_layout.css");@import url("/template/css/advanced.css");@import url("/template/css/ug_orange.css"); You are using a browser which does not support the styling used for this site. See our accessibility page for details Combined honours - BA or BSc (Hons) School of Technology Contact: e: cms-ug@brookes.ac.uk Course length: three years' full-time study or four years with a work placement This course will appeal to you if you enjoy mathematics but want to combine it with another subject at degree level. The modular course at Oxford Brookes University provides a large choice of subjects to combine with Mathematics. Some students opt for a closely related combination such as Mathematics with Statistics, Computing or Accounting; others opt for a contrasting subject, such as Music or a modern language. This gives you the flexibility to gain mathematical skills, a highly sought after subject from a potential employers point of view, and also following your other interests. As Mathematics is a National Curriculum subject, a combined honours Mathematics degree with any other subject will equip you to go straight on to a teaching qualification. Mathematics is still a shortage subject in the teaching profession so employment prospects are excellent.
Extractions: Picture Gerard, a 28-year-old business consultant who majored in economics at Williams College and graduated with a 3.7 GPA. Gerard has been working for a consulting firm in Stamford, Connecticut, but is looking for a new, more fulfilling position. He has demonstrated strong interpersonal skills and work habits. In addition, though he didnt major in math, he aced several calculus courses in college. Yet if Gerard were to apply through normal channels to teach math at a junior high school in the Hartford public school system, his application wouldnt even be considered. Why? Because he isnt a certified teacher. Why shouldnt a principal or a faculty hiring committee in the Hartford schools even be allowed to look at Gerards application, to judge his qualifications against those of other candidates? The assumption undergirding the contemporary approach to teacher certification is that public school hiring personnel are either unable or unwilling to gauge the quality of applicants. Our response has been to embrace a bureaucratic solution that handcuffs the capable and incapable alike and supposedly keeps weak teachers out of the classroom. As a result, having discouraged or turned away Gerard and hundreds like him, many large school systems resort to last-minute fill-ins who teach on emergency certificates. This is not to suggest, even for a moment, that candidates with real world experience or high GPAs are necessarily qualified or equipped to become teachers or that professional preparation for teachers is unimportant. It is only to say that some potential applicants
DoingCL - Teaching Goals Inventory . 2. How many essential goals did you have in each of the six clusterslisted below? . III, DisciplineSpecific knowledge and skills http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/tgi.htm
Extractions: Self-Assessment of Instructional Goals The following self-assessment of instructional goals has been reproduced with permission from Angelo and Cross (1993). Purpose: The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals. Its purpose is threefold: (1) to help college teachers become more aware of what they want to accomplish in individual courses; (2) to help faculty locate Classroom Assessment Techniques they can adapt and use to assess how well they are achieving their teaching and learning goals; and (3) to provide a starting point for discussions of teaching and learning goals among colleagues. Directions: Please select ONE course you are currently teaching. Respond to each item on the inventory to that particular course. (Your responses might be quite different if you were asked about your overall teaching and learning goals, for example, or the appropriate instructional goals for your discipline) Please print the title of the specific course you are focusing on: Please rate the importance of each of the fifty-two goals listed below to the specific course you have selected. Assess each goal's importance to what you deliberately aim to have your students accomplish, rather than the goal's general worthiness or overall importance to your institution's mission. There are no "right" or "wrong" answers; only personally more or less accurate ones.
BBC | British Council Teaching English - Talk - Vote One way to concentrate on the skills required rather than just the To embracecultural diversity and differences is essential knowledge and skill for http://www.teachingenglish.org.uk/talk/vote/vote8_controversy.shtml
Extractions: Recently we provided lesson materials based on a short story - Weekend. One of the themes of the story was that of sexism and the role of women. This prompted the following comment from one of our site users: "It is a controversial issue. I think controversial issues shouldn't be dealt with in the classroom. They can generate lively debates but most probably they will end up in bitter arguments. The relationship between students can be damaged and, even worse, the relationship between teacher and students can be damaged."
Extractions: Key Words: Deaf Ed. Teacher Prep., Nationally Endorsed, (CEC) Preamble The standards of the profession of special education are a formally codified set of beliefs. These belief statements represent the special educator's principles of appropriate ethical behavior and are based on several assumptions. One assumption of this common core of knowledge and skills is that the professional conduct of entry level special educators is foremost governed by the CEC Code of Ethics. Code of Ethics and Standards of Professional Practice of The Council for Exceptional Children Special Education Professionals: *Are committed to developing the highest educational and quality of life potential of exceptional individuals; *Promote and maintain a high level of competence and integrity in practicing their profession; *Engage in professional activities which benefit exceptional individuals, their families, other colleagues, students, or research subjects; *Exercise objective professional judgment in the practice of their profession;
Extractions: Program Goal X: Collaboration, Ethics, and Relationships In articulating her belief that teaching has a distinctive, professional knowledge base, Henrietta Barnes (1989) wrote: The documents that follow summarize the "deep understandings" our department believes are required for beginning teachers to make "sound classroom judgments." These understandings are organized according to the ten Minnesota Standards of Effective Practice (SEPs) , which represent our departmental goals. Therefore, information is provided on the following topics: Subject Matter Student Learning Diverse Learners Instructional Strategies ... Reflection and Professional Development; and Collaboration, Ethics, and Relationships Before proceeding, the reader is cautioned that, as summaries, the documents that follow represent only a sample of the most essential knowledge and skills students are expected to acquire within our program. A complete description of all that we teach would be far beyond the scope of this project. Additionally, information contained here in describes the knowledge and skills
Program Goal VI: Communication - CSB | SJU - Education Department models of teaching language and literacy holistic models, subskills models; In David C. Smith essential knowledge for beginning educators. http://www.csbsju.edu/education/knowledgebase/knowledgebaseVI.htm
Extractions: Table of Contents The Education Department regards communication to be a critical component of the teaching process. We agree with Dettmer, Thurston, and Dyck (1996), West and Cannon (1988), and Carl Rogers (1962) that communication is among the most important skills for educators to possess. A gap in meaning between the intended message and the message received can render ineffective the outcome of even the best teaching decision. Poor listening skills, ambiguous use of verbal and nonverbal language, poor semantics, and differing values are all items that can distort a message. To become effective communicators, educators must be aware of these potential problems and consciously work to eliminate them from their classroom interactions. They must also become knowledgeable about the importance language has in the learning process, the importance of language development, and the important use of technology in communication and teaching. Language Development: universals in language development: function of language, systematic development, interaction as key to language development;
