Standard/Rubric 3 — Instruction * Standard/Rubric 3.1 — Integrating and applying knowledge for instruction * Standard/Rubric 3.2 — Adaptation to diverse students * Standard/Rubric 3.3 — Development of critical thinking, problem solving, and performance skills * Standard/Rubric 3.4 — Active engagement in learning * Standard/Rubric 3.5 — Communication to foster learning Standard/Rubric 4 —Assessment Standard/Rubric 5 —Professionalism * Standard/Rubric 5.1 —Practices and behaviors of developing career teachers * Standard/Rubric 5.2 —Reflection and evaluation * Standard/Rubric 5.3 —Collaboration with families * Standard/Rubric 5.4 —Collaboration with colleagues and the community NAEYC Standards Standard 1: Promoting Child Development and Learning Standard 2: Building Family and Community Relationships Standard 3: Observing, Documenting and Assessing to Support Young Children & Families Standard 4: Using Developmentally Effective Approaches to Connect with Children & Families Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional Correlation with SUNY Potsdam Conceptual Framework This course will assist teachers to
Diploma in Therapeutic Counselling Unit Title: K/601/7632 Counselling Theory Unit Summary: Learners will analyse one major therapeutic model to influence, inform and empower their practice as a counsellor. They will also compare other therapeutic models with the major model. Learner name: Claire Bracegirdle Tutor name: Margaret Shacklady Learning outcome 1 – understand a major therapeutic model of counselling Assessment Criteria 1.1 Analyse the philosophy of one major therapeutic model in relation to . Its origins . Historical development to the present day .
Teacher’s opinions on the use of Social Studies classroom in Social Studies Education. Educational Sciences: Theory and Practices, 12, 2, 1015-1021. Miso, Thomas., & Patterson, Nancy., & Dopen, Frans. Policy in the way of practice: how assessment legislation is affecting social studies curriculum and instruction. Journal of Education Policy and Leadership, 6, 107, 1-13.
Positive Reinforcement Case Study Shantel Rider ECE201: Intro to Early Childhood Behavior Management Instructor: Maya Raimondi September 30, 2013 Positive Reinforcement Case Study In case with Doug the 2nd grader in Mr. McGrady’s class the strategy I would use to address Doug’s behavior problems is criterion specific rewards. “Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.”( Curran 2003) A reinforcement system supports students in making connections between a behavior and its consequences (Alberto & Troutman, 2003). Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan, 2000; Smith & Rivera, 1993).
Unit titles Learner name - Use this form to record details of activities (tick as appropriate) | |Observed by your assessor |Evidence ref(s) | | |Seen by expert witness | | | |Seen by witness | | | |Self reflective account |Unit numbers (s | NB Your assessor may wish to ask you some questions relating to this activity. There is a separate sheet for recording these. The person who observed/witnessed your activity must sign and date overleaf. | |Date of Activity: | |Unit No |Learning |Assmnt |Performance evidence | | |Outcome |Criteria | | |343 |1 |1 |As quoted from - http://www.silkysteps.com/forum/showthread.php?t=14042 | | | | | | | | | |Children’s development is continuous and can be measured in a number of different ways.
CANDIDATE PERFORMANCE EVIDENCE RECORD N/SVQ/unit________QCF HSC Unit 5________________ Candidate’s Name: _______Jenny Dawson____________ Assessor’s Name:_________________________________ Use this form to record details of activities (tick as appropriate) Observation by your assessor [pic] Self-reflection accounts Oral questioning Professional Discussion Work Product L.O . – Learning outcome, Ass. Ct. – Assessment Criteria |Unit ref|L. O. |Ass.
Evidence Number | 4 | Form 6 Candidate Performance Evidence Record for Holistic Assessment of Units Use this form to record details of activities (tick as appropriate) Observed by your assessor □ Assignments / Projects X Seen by a witness □ Questions □ Candidate Reflective account □ Learner explanation □ Award: Level 3 Diploma _ CYPW 4227 - 03 Learner Name: paige hale Registration Number: Links to | Performance Evidence | Unit No. | LearningOutcome | Ass.Criteria | 052 Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings | 052054 | 11 | 11 | Describe the duties and responsibilities of own work roleIn my work role as a child care practioner my duties and responsibilities would be to do a risk assessment, consider health and safety. Completing registers and making sure visitors sign in and out. Setting up activities to get involved and by respecting the EYFS. I should assess the children’s progress and complete observations.
CWDC – CHILDRENS WORKFORCE DEVELOPMENT COUNCIL – STANDARD 1 1a. DURING YOUR TRAINING AS A FOSTER CARER CAN YOU LIST THE LEGISLATION VALUES AND THEN PRINCIPLES THAT YOU ARE AWARE OF THAT GIVES THE FOUNDATION OF OUR CARING PRACTISE. LEGISLATION The Children’s Act 2004 The Children’s Act 1989 The Human Right Act 1998 The Disability Discrimination Act 1995 The Special Educational Needs Code of Practice 2001 The Data Protection Act 1998 The Crime and Disorder act 1998 The Freedom of Information Act 2000 Health and Safety at Work Act 1974 Learning and Skills Act 2000 The Education Act 2002 VALUES
Children’s Services WORK PLACEMENT Assessment Practical Skills Checklist CHC50908 Diploma of Children’s Services (Early Childhood Education and Care) Cluster 111 – Semester 1 2012 Learner Guide Version 2 Assessors Copy Acknowledgments The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner resource guide: Work Placement Working Group Kay Adams, Gila Goetz, Susan Bird, Fiona McDonald, Sharee Bloomfield, Judy Palmer, Sue Cormack, Rozanne Ping, Lyn Davidson, Sandy Pritchard and Mindy King Teachers, Children’s Services TAFE NSW Writer and Project Manager: Gail Horwood A/ Education Programs
|Learner name | | |CACHE PIN | |ULN | | |Assessor name | | |Assessment method | |Direct observation | |Learner’s plans / records | | |Professional discussion | |Recognition of prior learning | | |Reflection on own practice | |Other (please state below) | | |Expert Witness evidence | | | |Recording of evidence. Cyp core 3.3 Understand how to safeguard the well being of children |Unit |Assessment | |and young people | |criteria | | | | | | | | | |1.1Outline current legislation, guidelines, policies and procedures within own UK Home Nation| | | |affecting the safeguarding of children and young people. |