Using Learning Profiles to Inform Education Priorities: An Editorsâ Overview of the Special Issue
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low-and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout childrenâs time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes.
Please access and cite the journal version of this paper:
Crouch, L., Kaffenberger, M. and Savage, L. 2021. Using Learning Profiles to Inform Education Priorities: An Editorsâ Overview of the Special Issue. International Journal of Educational Development, Volume 86, 2021, 102477, ISSN 0738-0593, https://doi.org/10.1016/j.ijedudev.2021.102477


Guided Reading Toolkit
This guided reading toolkit is the ultimate resource for your guided reading groups. It works with ANY fictional text so you can use it all year round. Plus, there is a nonfiction task box included too for when your students are reading nonfiction texts. This toolkit will help to develop your studentsâ reading comprehension skills and will also allow them to practice and refine their reading comprehension strategies which is essential in ensuring they become capable and skilled readers.
These task boxes require no prep, no photocopying and no worksheets so they will save you a bunch of time when selecting and preparing guided reading activities. They cover various reading areas, skills and strategies which ensures that your students are being given a variety of diverse opportunities to develop their repertoire of reading skills.
How to use: To use the toolkit, simply choose the area you want your students to focus on (for example, character work, author work, story structure, making predictions, inferring etc) and provide them with the matching task box. Each task box is filled with a variety of purposeful and engaging activities that your students can complete directly in their books. I recommend providing students with a choice of which task card they wish to complete from the box as it can be super empowering for them. The great thing about these task boxes is that you can easily shift what you want each group to focus on by simply switching up the task boxes.
Task boxes are included for:
â Character Work
â Story Structure
â Author Work
â Character Traits
â Before Reading
â Nonfiction Texts
â Higher Order Thinking
â Making Predications
â Determining Importance
â Asking Questions
â Nouns, Adjectives and Verbs
â Adverbs and other Parts of Speech
Options are included for both USA and AUS spelling. A black and white version is included too.
Please see the preview for more details.
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Casper Coloring Pages for Simple Art Lines
Coloring books or printed coloring page is a good activity for children and also for adults. The activity can develop the cognitive ability and understand the concept of tangible things. It also can improve skills for specific purpose or profession. The casper coloring pages is one of the popular coloring pages can be found. The character is based on a television cartoon series Casper the friendly ghost, a little ghost who befriended with humans.
The casper coloring pages has simple line art that suitable for children to develop their senses on handling and creating lines. The coloring book can be the part of art education for children. The coloring books were emerged in America as one of the democratization of art process. The method is inspired by British artist Joshua Reynolds. Meanwhile, the inventor of coloring books is credited to the McLoughlin brothers that created The Little Folkâs Painting Book in 1880s.
The coloring process can use various method of coloring. The casper coloring pages are suitable for crayons, color pencil or even water colors. In some countries, the coloring book is included as a part of the education process. The children in Guatemala have their curriculum that included of coloring hieroglyphs and patters from Mayan artist from the ancient times.


Write Clear Learning Objectives for Student Acheivement
Write Clear Learning Objectives for Student Achievement. Dr. Wes Gordon presents on writing clear, data-driven, learning objectives to drive student achievement. Learn how to assess without teaching to the test, lesson plan, and help students take ownership of their learning. In the presentation, Dr. Gordon begins by sharing why learning objectives are necessary as they serve as a âroad mapâ for a lesson; in setting the stage for âwhy,â Dr. Gordon also shares Pophamâs quote that, âteachers who truly understand what they want their students to accomplish will almost surely be more successful as a teacherâ¦â The presentation includes tips and tactics for teachers to take action and offers insights into how to begin to write learning objectives. Check out Dr. Gordonâs presentation via YouTube.
Wes Gordon is a TeacherReady Instructor and Fifth-Grade ELA teacher in Pensacola, FL. Wes earned both is Bachelorâs in Elementary Education and Masterâs in Reading Education from East Strousberg University. He has taught at both the primary and intermediate grade levels and served as President of the Escambia County Literacy Teachers Association, where he provided literacy development for teachers. He has also worked as a district Literacy Coach for elementary teachers in state DA status schools. Wes has volunteered with the Florida Department of Education as an Instructional Materials Reviewer, making recommendations for text series to be used in the school adoption process.
Know someone who would be a great teacher? For more information about earning a professional teaching certificate or license, contact TeacherReady at 850-898-3949, visit our website, or connect with current teacher candidates and alumni on Facebook at http://www.facebook.com/teacherreadyprogram.
Become a teacher with the assistance of TeacherReady. TeacherReady offers individuals an opportunity to earn a professional teaching certificate from the State of Florida; it was developed by teachers for teachers and is a member of the NCATE/CAEP accredited Professional Education Unit at the University of West Florida.


This report draws upon a wide range of published and unpublished statistical materials to present an overview of the educational status of girls and women in the United States. Trends in Educational Equity for Girls & Women contains a selection of indicators that illustrate the educational gains made by females in recent years as well as areas where gaps continue to exist. This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences.
This report serves as an update of an earlier publication, Trends in Educational Equity of Girls & Women (NCES 2000-030). General topics covered by this report are similar to those addressed in the 2000 report. Many indicators that were included in the 2000 report have been updated with the most recent data available. In addition, a number of new indicators have been added, designed to reflect the most current research on topics relevant to educational equity.
The report begins with an overview that summarizes the report's major findings. A series of 38 indicators follow, which examine various facets of educational equity. The indicators begin with preprimary and early elementary education, move through elementary and secondary education and postsecondary education, and finally, consider educational outcomes. Each indicator shows the status of females relative to males. Some indicators include further breakdowns, such as those by race/ethnicity; however, the general focus of this report is on overall comparisons between males and females and not on the experiences of various subgroups, which may show different patterns. The data for the indicators are drawn primarily from surveys conducted by the National Center for Education Statistics (NCES), although several other sources of national and international data are used as well. Although these indicators provide valuable information on many aspects of educational equity, some important topics cannot be addressed with available, nationally representative data. Examples of such topics include the extent to which sexual harassment undermines the ability of schools to provide a safe and comfortable learning environment and whether girls and young women are encouraged to challenge themselves in their educational pursuits, especially in mathematics and science.
The data presented in this publication demonstrate that in elementary and secondary school and in college, females are now doing as well as or better than males on many indicators of achievement and educational attainment, and that large gaps that once existed between males and females have been eliminated in most cases and have significantly decreased in other cases. Women are still underrepresented in some fields of study, as well as more generally in doctoral and first-professional degree programs, although they have made substantial gains in the past 30 years. These differences may have labor market consequences.


What is an example of a property in science?
Familiar examples of physical properties include density, color, hardness, melting and boiling points, and electrical conductivity. We can observe some physical properties, such as density and color, without changing the physical state of the matter observed.
What is a property of matter?
The properties of matter include any traits that can be measured, such as an objectâs density, color, mass, volume, length, malleability, melting point, hardness, odor, temperature, and more.
What are the 7 properties of matter?
- Volume. Definition.
- Boiling point. Definition.
- Odor. Definition.
- Melting point. Definition.
- Color. Definition.
- Density. Definition.
- Texture. Definition.
- What is an example of a property in science?
- What is a property of matter?
- What are the 7 properties of matter?
- What are the 7 examples of physical properties?
- What is property in Science for Kids?
- What Does properties mean in science for kids?
- How do you know if something is a property or not in science?
- What are the 4 properties of matter?
- Which property is common to all matter?
- What are the two main properties of matter?
- How many physical properties are there?
- Is time a physical property?
- What is meant by physical properties?
- Which is a chemical property?
- What are chemical properties of matter?
- What is the difference between physical and chemical properties?
- Why do we study properties of matter?
- How are properties used to identify a substance?
- Which of the following is a property of an element?
- What are the properties of metals?


In this video learn How to Draw a House in 2-Point Perspective: Fast and Slow. Enjoy this video and master the fundamentals of Perspective Drawing with regular practice. Use the Drawing and Sketching supplies given below.
Perspective Drawing and Sketching Supplies you may need:
- Mixed Media Sketchbook And Drawing Pads
- Sketching And Drawing Art Pencil Kit
- Mix Media Paper Pad For Drawing And Painting
- Graphite Charcoal Pencils With Sketch Pad
- Graphite Charcoal Pencils Set For Artists
- Faber Castell Graphite Set For Sketching
Details of How to Draw a House in 2-Point Perspective: Fast and Slow
#Draw #House #2Point #Perspective #Fast #Slow
Learn to draw a modern house using perspective in this simple drawing tutorial for beginners. If you would like to join my online drawing course please click here:
Drawing tools used:
4B Pencil, Faber-Castell 9000
Black ink pen
Grey marker pen
Circle Line Art School Episode 512: How to Draw a House in 2-Point Perspective: Pencil Drawing Tutorial.
Music used in this drawing tutorial:
Kiss The Sky by Aakash Gandhi
Join Circle Line Art School and learn to draw with more confidence from scratch:
Hi, my name is Tom McPherson and I founded Circle Line Art School as an online art education resource for all. My aim is to inspire people to learn to draw and be more creative.
Thank you for your support and have a great day!
How to Draw Step by Step: Free online drawing tutorial from Circle Line Art School


The Grand finale of recycle up was filled with great ideas from all the participants from the various schools which was above imagination, considering the rate at which these young students exhibited their maximum best so as to brainstorm to generate these fantastic ideas on how to solve the improper waste management issues within the country as a whole especially plastic waste. The solutions generated by the participants together with their mentors are as follows;
The first teamâs project was the Interplast project where they described âInterplastâ as an amalgamation of the two words âintermediariesâ and âplasticsâ. their goal was to connect the local people of our case study area to other people who would serve as intermediaries to the big recycling firms and to ensure that the amount of plastic waste in the community would be drastically reduced upon realization that to be able to get the locals to not indiscriminately dispose but send over their plastic waste, there will be the need to educate them; help them clean up their community by organizing communal labour; provide bins; and providing incentives for those who submit their plastic waste.
The second team also wanted to serve as an intermediary between the people and the recycling firms as well giving the assumption that Ghana has a population of about 24 million and health personnel advise us to take at least 8 cups of water a day which can be linked to 8 sachets of water. Therefore, about 192 million sachets are perceived to be produced each day. This makes the sachet readily available and since they are of high demand, #Team Jay seek to create an intermediary committee between the people of Asem community, specifically Kumasi Anglican Senior High School to collect these sachets and then transfer them to the recycling firms.
The next idea was âThe CUP projectâ which focuses on a public campaign approach to waste management. In the short term, the team proposes a major clean up exercises in heavily polluted communities. In the long term, the team proposes the establishment of a Plastic Art Education Center where people will be trained to make good use of waste plastic materials through creative non-chemical processes and awareness creation.
The fourth idea from Team Spider also seeks to use technology coupled with local techniques to convert âwasteâ plastics to usable fuel. They are giving plastics a chance to at least âdieâ for a good purpose. Plastics To Fuel (PTF) machines will be made available at selected communities in the long term to drastically reduce plastic waste.
The fifth team was The Engineersâ Group who came out with a project named the SAAS ATMOS 7000 Recycler machine. The machine was a small recycling plants which will convert all types of plastics into small pellets. These pellets will further be used as raw material for the production of other plastic products. The Plants consist of a Shredder machine, a Melting Chamber, Cooling trough and a cutting machine. The Plastic will first be washed manually and then fed into the shredder, which will shred the plastics into smaller pieces. The shredded plastics are then introduced into the melting chamber which melts the plastics and allowed to go out through an outlet into the trough which contains water for cooling. The recycled plastics are cut into pellets by the cutting machine and sold to plastic producing companies.
Team Waste Hunters after revealing the numerous dangers associated with plastic waste in our communities decided to adopt a chain of solution to solving this societal bane in the Ghanaian society. The group adopted a 3-phase approach to solving this problem. The first phase basically sought to educate the general public about the dangers associated with indiscriminate disposal of waste ranging from flooding as a result of gutters choked with plastic waste materials, malaria and cholera outbreak. The Second phase was the provision of dustbins at vantage points in the community with different colors. Collection of these waste will be done with the common motor vehicle known as `ABOBO YAA` in tge twi parlance. Phase 3 follows with the recycling phase where students partnered with recycling firms in the purchasing of the plastic waste collected from the vantage points.
All the ideas from the participants were received in good faith but it is said that to every fight there should be a winner so we managed to bring on board prominent people from the EPA, KMA, TEOG and were made to serve as the Jury for the program and upon critical analysis of the group presentations made by the participants. They came to a conclusion that Team Spider should be judged the winners whose presentation was basically the production of fuel using abandoned plastic waste and Team Jay was made the second runner up who also gave a presentation on their team serving as an intermediary between the people of the Asem community starting with KASS and the recycling firms within Kumasi.
The judges based their judgment on the feasibility, sustainability, impact on the environment etc. so as to select the deserved ideas to receive the seed funding in order to implement their fantastic ideas they presented.


Forest School and Outdoor Learning Provision
Our pupils have greatly benefitted from Forest School sessions and have developed an area to facilitate outdoor learning.
All our children have the opportunity to engage in outdoor experiences throughout the year, and these have been carefully constructed to complement their chosen curriculum themes.
Forest School sessions have significant benefits for high quality outdoor learning experiences. They are proven to:
- develop reflective and inquisitive thinking as well as problem solving approaches
- encourage holistic development
- develop resilience and adaptability
- allow children to identify hazards and risks
- develop love, appreciation and respect for nature and a greater understanding of how we can look after our environment
- develop self-awareness, confidence and self-esteem
- develop collaborative working and communication skills
- promote positive health, both physical and mental
- assist with gross and fine motor skill development
- develop a lifelong love of the outdoors


Dyslexia and SEND Support for Literacy
All children develop and learn to read and write at different rates and in different ways.
Some children have an ongoing difficulty with literacy. They may have a âspecific learning difficultyâ such as dyslexia, dyspraxia or dysgraphia. Others have difficulties that donât fit neatly into a diagnosis.
If you notice your child is struggling with reading and writing, you can get advice and support from:
- Your childâs teacher, Special Education Needs Co-ordinator (SENCo) or Inclusion Manager
- The Childrenâs Literacy Charity â support with your childâs literacy development
Find out more on The Children's Literacy Charity website.
The NHS website outlines the steps taken in diagnosing dyslexia and explains what happens during an assessment:
Waiting for a Dyslexia Assessment or Diagnosis
Assessment and diagnosis of dyslexia can include a long wait.
During this time, your child may still require support.
Schools will use good quality inclusive teaching strategies for all children and young people and these approaches will support learners with a wide range of learning needs, including those having difficulty in learning to read and write with or without a diagnosed difficulty.
If your child needs more targeted support, schools use a wide range of interventions in order to assist their learning. These interventions should be of high quality and assessed on a regular basis to check they are supporting them to develop the skills they need.
Find out more about the support offered by schools, by visiting our pages on SEND Support at School (Universally Available Provision).
Some schools have a specialist teacher or teaching assistant for dyslexia.
When supporting dyslexia and literacy needs, schools are guided by the Dyslexia Handbook for Teachers, produced by ISEND. You can read the handbook for an idea on what support is offered:
If your child needs extra and more specialist support the school may refer them to the ISEND Communication, Learning, Autism Support Service (CLASS).
In some circumstances you may want to request an Education, Health and Care (EHC) plan assessment for your child. To learn more about EHC plans, please visit this websites pages on Education, Health and Care Plans.
Additional Help and Services
Amaze SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) are a local charity who offer free, independent, and impartial advice for all matters relating to SEND, including dyslexia. Contact Amaze SENDIASS:
East Sussex Local Offer directory of services
You can visit our SEND-specific online directory, hosted on East Sussex 1Space, that lists many different services both throughout the county and online. Services include advice, guidance and support groups, activities and events and mental health and wellbeing support among many other topics:
All services on 1Space have been split into categories. Once you have selected the category that you wish to visit, you can then use the filters on the left hand side to further refine your search, depending on need:
NHS - Health A to Z
While the East Sussex Local Offer aims to provide as much information as possible, there may be some conditions that aren't covered in thorough detail. The NHS website has pages that list all conditions, with information and advice on how to get extra support:
Glossary of East Sussex SEND Terms
Some of the terms used on this website are explained on our page, Glossary of East Sussex SEND Terms.


Illustrated by Nancy Sosna Bohm
Music and art can help us feel and express deep emotions. We can be happy or sad, but that is only the beginning. This beautiful book explores the powerful link between art, music, and emotion, and is ideal for deepening Social Emotional Learning (SEL) and building a fuller emotional vocabulary.
Built on the principles of SEL, each page of The ABCs of My Feelings and Music offers an emotion word in a piece of colorful artwork, one for each letter of the alphabet. Below each illustration are three classical music suggestions to listen to while observing the art.
Use the provided questions and a link to playlists to help unpack what children are seeing and feeling. The questions can also jumpstart meaningful discussions about how art and music can affect and help us express our emotions.
This book is for children as well as teachers, parents, social workers, counselors, music therapistsâanyone who works with children and understands the power of art and music. We hope this book helps you and your children/students expand their emotional vocabulary, have meaningful discussions about emotions, and think more deeply about how music and art makes us feel!
Scott N. Edgar is Associate Professor of Music, Music Education Chair, and Director of Bands at Lake Forest College (Lake Forest, Illinois). Dr. Edgar is the author of Music Education and Social Emotional Learning: The Heart of Teaching Music and is an internationally sought-after clinician on Social Emotional Learning.
Stephanie Edgar is an active choral singer, performing with the Jacksonville Symphony Orchestra Chorus (Jacksonville, Florida), the University Musical Society Choral Union (Ann Arbor, Michigan), and the Chicago-based Peregrine Vocal Ensemble. Stephanie works as Coordinator of the Center for Academic Success at Lake Forest College in Illinois.
Nancy Sosna Bohm is a retired academic librarian and lifelong artist with experience in a variety of media, styles, and subjects.
Listen to the music on Spotify:
In an effort to increase the diversity of musical examples in The ABCs of My Feelings and Music, Karen Howard has created an additional playlist to use with the artwork! Click here for a free PDF of the song titles and emotion words included on Karen's playlist.
In an effort to increase the diversity of musical examples in The ABCs of My Feelings and Music, Franklin Willis has created an additional playlist to use with the artwork! Click here for a free PDF of the song titles and emotion words included on Franklin's playlist.


Most of my memories from elementary school are foggy, but I vividly remember playing Word Munchers on an orange screen computer in kindergarten. It is surprising to me that 30 years later, my own children talk about how they have to wait two weeks to get computer time at school, but at home they can code and build web pages easily. I would have thought that by now, computers would be integrated into everything we do in schools and there wouldnât be a rotation with a two-week wait time. Technology shouldnât be on a rotation in my kidsâ classrooms, and it shouldnât be on the back burner of education.
In the opening splash quote to the 2013 video What Most Schools Donât Teach, Steve Jobs highlights this notion perfectly:
There is nothing more important than teaching our students how to think. Our schools are the PERFECT place to teach future generations all the soft skills they will need in our rapidly changing world.
When I showed the video on our school news channel to promote our new coding club back in 2013 (see my Nov. 6, 2013 blog post here). He said: âWe all depend on technology to communicate. And none of us know how to read and write code.â So true.
So what can we do about it? At my school, we started a Minecraft club, and then a coding club. On our first day of coding club back in 2013, over 80 students stayed after school to attend the meeting, where we had a developer present. That afternoon, and on many since, our students learned how to program the simplest forms of their favorite games.
Fast forward to this fall. Now that we are 1:1 with Chromebooks, the learning opportunities are endless and studentsâ minds are open to a whole new world. We are even offering our first technology education elective, a computer science class from Project Lead The Way. When I described this class to my students, the response was overwhelming. They ALL wanted to sign up.
We should offer classes like this in all of our schools. But more importantly, we should integrate foundational skills, like solving problems collaboratively and thinking outside the box, throughout our current framework for education.
Some of my math teachers have shifted their thinking just in this way. Last winter, they went to the national math conference and came back with many new ideas to focus more on the process of problem-solving, not just whether or not students can get the right answer.
When we encourage outside-the-box thinking, we help build foundational skills for the future. We need future technologists who can problem-solve, think critically, be creative, work collaboratively and have a growth mindset. We can teach these skills in schools.
We must build into our education system the soft skills that kids need to go on to program computers, code and work in one of the 2.8 million STEM jobs openings predicted for 2018. Focusing on career readiness means focusing on developing the skills that will allow our students to be college and career ready for their futures, not our past.
Naida Grussing-Neitzel is in her first year as an assistant principal at Maple Grove High School. Previously, she was an assistant principal at Valley View Middle School in Bloomington and taught Spanish at Patrick Henry and Robbinsdale Cooper High Schools. She lives with her family (including her former-teacher husband!) in Robbinsdale, and spends her time focusing on educational equity, excellence and achievement for all learners. Naidaâs looking forward to sharing ideas on how schools can foster strong relationshipsâwhich she believes are the foundation to everything.
The MinnCAN blogging fellowship allows Minnesota teachers, administrators and parents to share their thoughts on key education issues. MinnCAN supports fellows seeking to advance the conversation around public education, though fellows' views and opinions are solely their own.


Early childhood education is an important part of a childâs development and has many benefits. It helps children build foundational skills that will help them later in life, such as problem-solving, creativity, and communication. Early childhood education also provides a safe environment for children to learn and explore. Here are some of the key benefits of early childhood education:
1. Improved Cognitive Development: Early childhood education helps children develop their cognitive skills through play activities, which in turn leads to better academic performance later on in life. Through these activities, children learn how to think critically and solve problems more effectively.
2. Social Skills Development: Early childhood education encourages socialization among peers, which helps children build relationships with others and learn how to interact appropriately with others in different situations. This helps them develop important social skills that they can use throughout their lives.
3. Emotional Development: Early childhood education provides a safe environment for children to express themselves emotionally without fear of judgement or criticism from adults or peers. This allows them to develop healthy emotional regulation skills that will help them manage their emotions as they grow older.
4. Physical Development: Early childhood education encourages physical activity through play activities such as running, jumping, and climbing that help develop physical coordination and strength in young children. This can lead to improved motor skills later on in life as well as improved physical health overall.
5. Increased Confidence: By providing a safe learning environment for young children, early childhood education helps boost their self-confidence by giving them the opportunity to succeed at various tasks and activities without fear of failure or judgment from adults or peers. This confidence can carry over into other areas of their lives as they grow older, helping them have more successful experiences throughout life.
Overall, early childhood education is an invaluable tool for helping young children develop the foundational skills they need for success later on in life. By providing a safe learning environment where children can explore and learn without fear of judgement or criticism, early childhood education can help foster confident individuals who are prepared for what lies ahead of them in life!


Assumption Early Childhood Learning Center
DISCIPLINE POLICY 65C-22.001
We believe that discipline is a measure of showing children that we care about them and their welfare. Our policy is based on the principles of love; respect the concern for the rights of all individuals. The manner in which a teacher handles a discipline situation will depend on the child and the individual occurrence. The positive discipline technique could involve any of the following:
- Provide ample activities to keep the child involved.
- Discussion with child and give gentle explanations and reminders.
- Positive reinforcement and encouragement.
- The child will be redirected to another activity.
- Provide a quiet time. (This is a short time where the child is given time in the classroom to collect him/herself until they are ready to be a part of the group activities again.)
*The childâs teacher may send a child to the Directorâs Office when all of the above positive discipline techniques have been exhausted. After 3 visits to the Directorâs office the Teacher and Director will then call to schedule the âInitial Consultationâ with the parents. Any time your child is sent to the Directorâs office the Teacher or Director will notify the parent in writing, email, text or by phone call.
Discipline NEVER includes any of the following:
- Physical Punishment
- Taking away or threatening to take away snacks, play, recess, a resource class.
- Making a child feel that they are âbadâ.
CHRONIC DISRUPTIVE BEHAVIOR
We will make every effort to work with the parents of children having difficulties at Assumption Early Childhood Learning Center. We are here to serve and protect ALL of our children, though. Children displaying chronic disruptive behavior which has been determined to be upsetting to the physical or emotional well-being of another child/class may require the following action:
- The parents will be asked to meet for a conference with the Childâs Teacher and ECLC Director. The problem will be identified and a course of action established to resolve the situation.
- After 2 weeks of no improvement and the initial plan for helping the child fails, the parent(s) will again be required to meet with the Director and the childâs Teacher. Another attempt will be made to identify the problem, outline new approaches to the problem, and discuss the consequences if progress is not apparent.
- If, after 4 weeks and 2 Parent/Teacher/Director conferences, the child is unable to participate in group experiences, the discipline problems continue, the child poses a threat to self, staff or other children in the program and it is determined that all possibilities have been exhausted and that the child is incompatible with our program, the child will be dismissed from Assumption ECLC and the parents will need to seek other school/child care arrangements. Dismissal decisions are made by the ECLC Director and Pastor and are final.


If you struggle to speak English as your first or second language, you will need to improve your basic reading and writing skills through the English Literacy Development Program.
The reality is that many immigrants from all over the world cannot speak English or French when they first arrive in Canada. It is therefore important that you spend time on this crucial skill as it will assist you in settling into a new country.
Information about these lessons can be found on your local school website, on the bulletin board in your local library, or at a community information centre.
ELD in schools
Immigrating to a new country with a different language and way of life can be difficult for many newcomers, especially children. Usually schools will need to assess the childâs language abilities when they first enter the school to determine the level of language ability.
ELD programs can assist children and count towards a high school diploma.
TYPES OF ELD SUPPORT
- Integrated classroom programs: Your child will be placed in a regular classroom and will receive English-language support.
- Intensive or Partial Support: Your child will get literacy support outside of the regular classroom for most or part of the day.
- Tutorial Support: Your child is taught on a one-to-one basis or in a small-group.
- Other Support: Your child can find assistance online or through special learning materials.
Adult language training
No matter what age you are, it is essential that you learn English. There are many classes available in your local neighborhood, with some conveniently taking place at night. These classes cater to beginners, intermediate and advanced language skills, and are all led by passionate and dedicated lecturers.
It is possible to find free classes in your local community centre.
What if I canât make classes?
If you have too many things going on during the day and need an alternative to face-to-face classes, you can always apply for online training. This means that you can study online and your assignments will be marked by members of the Independent Learning Centre.


PEI teachers contribute to the creation of Provincial Common Assessments that are based on curriculum used in Island schools. Assessment results tell us how well Island students are doing from year to year. The information helps improve teaching, select resources, direct professional learning, and develop new programs.
What do provincial assessments measure?
Provincial assessments measure literacy and math skills, the foundational skills for future learning.
- The literacy assessment measures how well your child is able to:
- read and understand what is being read
- express and organize ideas in writing using age-appropriate spelling and punctuation skills
- follow instructions
- The mathematics assessment measures your childâs knowledge and skills in numeracy and math at specific grade levels.
When will my child be assessed?
Your child will be assessed in reading, writing, and mathematics at key stages of learning. If your child has special educational needs he or she may be excluded from these assessments.
- The Primary Literacy Assessment (PLA) and Primary Mathematics Assessment (PMA) occur at the end of Grade 3 - before your child begins to spend more time with learning content in Grade 4. For the 2019-2020 school year, Grade 3 students will participate in an end-of-year writing assessment that will be used to determine the effectiveness of the Primary Writing Project. A revised Primary Literacy Assessment will be introduced for the 2020-2021 school year. The PMA will be administered as in previous years.
- The Elementary Literacy Assessment (ELA) and Elementary Mathematics Assessment (EMA) occur at the end of Grade 6 - before the transition to intermediate school. The French Immersion ELA occurs at the end of Grade 5.
- The Intermediate Mathematics Assessment (IMA) occurs at the end of Grade 9 - before the transition to high school. The IMA results are worth 10 per cent of the overall mark on your childâs report card.
- The Secondary Mathematics Assessment (SMA) occurs at the end of semester (January and June) for Grade 11 students enrolled in Math 521A, Math 521B, and Math 521M. The SMA is worth 25 per cent of the studentâs overall mark for the course and replaces the final exam.
How can I help my child prepare for the assessment?
The best way to help prepare is to ensure that your child arrives at school well rested and ready to participate. While there is no need for special study for the literacy assessment, you can encourage your child to review what was learned throughout the year to prepare for the math assessment.
When will I know my child's assessment results?
You will receive a report of your childâs assessment in October. This is a snapshot of how well your child is doing compared to the provincial standard. Your childâs teacher will be able to address how your childâs performance on the assessment compares to the teacherâs observation in the classroom.
Will I be able to review the overall results of the assessment?
Overall results are available for each English public school, including French Immersion. When looking at school results, it is important to consider the total number of students who participated in the assessment, the size of the student population and trends over a period of time.
Results for schools in La Commission scolaire de langue franÃ§aise are not made available because statistics are too unstable for schools with small student populations.
What if my child follows an adapted program?
Your child will be provided the same supports during the assessment as long as they do not compromise the validity of the assessment. Students who do not follow the prescribed curriculum may be considered for exemption.
Who can I contact for more information?
Contact your child's teacher directly, or
Achievement and Accountability
Department of Education and Lifelong Learning
250 Water St., Suite 101
Summerside, PE C1N 1B6
Tel: (902) 438-4887
Fax: (902) 438-4889


The current educational policy discourse in India has largely focused on the issues of access to basic education. While increasing access is clearly important, the issue of significantly to sustained access is more important in the present context when the fifty per cent of child population in India in the age group of 6-14 years leave the school before completing the elementary education (GoI, 2009). Despite many attempts and improvements have been made by the several states and central governments, a major chunk of our school students in the elementary grades are silently excluded and putting in the category of âpotential dropoutsâ. The magnitude of the problem is very acute in government schools in rural parts of India. By taking a cluster of 11 villages comprising of 23 government schools were randomly selected in the present study, this paper attempts to provide an in-depth understanding about the magnitude and process of the silent exclusion in the sample schools of Madhya Pradesh in India, and also poses a big challenge to Right to Education (RTE) Act which guarantees the completion of elementary education to all children in the age group of 6-14 years. A survey method was done with the tools of structured questionnaire, informal discussions and school roster data. Major findings point out that silent exclusion was very high in all the existing primary and upper primary government schools irrespective of caste, class and gender. Moreover, children in primary schools and belong to socially backward communities exhibited with low self-esteem were more vulnerable. The implications of the study suggest the introduction of attractive programmes which are more joyful and child-friendly at the institutional level.
Pankaj Das, University of Delhi, India
Stream: Education: social justice and social change
This paper is part of the ACEID2017 Conference Proceedings (View)
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What qualifications do you need to become a special education teacher?
In 2016, the National Center for Education Statistics reported that about 13% of students have been identified with a disability that requires special education services. Fortunately for these students, there are teachers that are uniquely trained to support their learning needs, ensuring education, behavioral, social and emotional success. These practices are the work of a special education teacher.
Poet Robert John Meehan, known as âThe Voice of the American Teacher,â summed up the value of helping all children to be successful when he stated, âEvery child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.â
These educators help young people who need extra support such as learners with mild to moderate learning difficulties, specific learning difficulties such as dyslexia, physical disabilities, hearing or visual impairment, emotional or behavioral problems, and more. Some of the ways they do so is by:
- teaching national curriculum subjects in a special way with lesson plans and materials
- helping pupils to develop confidence, independence, and abilities; by marking and assessing work
- working with other professionals such as medical staff, speech and language therapists, and educational psychologists
- keeping parents and carers in the loop about the learnerâs progress
- regularly attending training programmes such as workshops and educational seminars
- organising outings, social activities, and sporting events
The Bureau of Labor Statistics reports that the career outlook for special education teachers remains strong, offering job growth and above-average salaries. The demand keeps increasing due to the growing numbers of special needs students who require services, which means professionals in the field can more readily find positions nationwide.
BLS also reported in 2019 that the median annual salary for special education teachers at the kindergarten and elementary school levels was US$60,460, with the highest-paid 10% earning more than US$97,210. In that same year, median annual earnings for special education teachers at the secondary school level were slightly higher, at US$61,710. The top-paid 10% of these teachers made US$98,890 per year.
To join a profession that does not just come with many benefits but makes an impact in the lives of children, these are the education and certification requirements:
A special education bachelorâs degree
A bachelorâs degree is one of the main requirements of being an educator. During a bachelorâs degree in special education, learners study evidence-based teaching practices and gain hands-on training through a student teaching experience.
When researching these programmes, prospective students should check a programmeâs accreditation status. In some states, only an accredited special education degree meets the requirements for a teaching license.
Learners earning a bachelorâs degree in special education often pursue a specialisation to build advanced skills in a certain area, such as elementary education, gifted and talented education, or autism spectrum disorders. The specialisation may require additional coursework or work experience, depending on the programme.
Graduates with a bachelorâs degree in special education who are interested in teaching at public schools must apply for state certification or licensure. During the certification process, candidates must provide documentation demonstrating their bachelorâs degree and student teaching experience. Most states also require candidates to pass specialised exams and a background check.
The right skills
Special education teachers need to have excellent communication skills so that they will be able to interact with students, parents, and their fellow educators. They also must be able to work with students in both a one-on-one and group setting, while understanding the abilities and needs of each and every child in their class.
Most importantly, these teachers have to be encouraging, creative and flexible, motivational and inspirational.
A special education teaching position
Finding a teaching position is the final step in becoming a special education teacher. Licensed special education teachers can apply for jobs at public elementary and secondary schools. Most of these teachers work in public schools, but a small number also work in private schools or in residential facilities.


Did you know that March is Music in our SchoolsÂ® Month (MIOSM)? It was designated by the National Association for Music Education (NAfME). The purpose of MIOSM is to raise awareness of the importance of music education and to remind everyone that schools are where all children should have access to music. Starting music education early is key!
Here are some ways to celebrate music in the early childhood classroom this month:
Start a Sing-Along
Children LOVE to sing. Allow children to sing independently or in a group. Whatever they are most comfortable doing. A sing-along could have a variety of songs from nursery rhymes and lullabies to pop songs or anything you think that your students would enjoy singing. Keep a variety of childrenâs music CDs or sing-along books on hand for music time or whenever you want to perk up the classroom!
Break Out the Instruments
What child doesnât love playing with musical instruments? This is a great way to introduce them to various instruments and allow them to pretend they are putting on a concert! These music performances also encourage movement, role-playing, and social-emotional development. Make sure to keep a large selection of childrenâs musical instruments in your classroom for students to explore and discover.
Let The Music Play
Are students too shy to sing or play instruments? The simple act of playing music in the classroom can keep them interested and engaged. Why not encourage an impromptu dance party or yoga with songs? How much fun is it to incorporate scarves along with the music? Thereâs so much fun to be had with music! Just make sure your classroom audio equipment is up to date so that you can entertain the little ones.
Itâs All About the Visuals
Itâs important to keep as many visuals that promote music in the classroom. Pictures of instruments, musicians, concerts, etc. Videos and DVDs are also great to keep on hand!
Draw A Song
Your little learners might not be able to write a song yet, but perhaps theyâll feel more comfortable drawing a song. Keep plenty of paper, crayons, markers, etc. on hand during music time. Ask them to draw what they think they are hearing. Itâs an art and music lesson all in one!
Take the Music Outside
Worried about too much noise inside? Then strike up the band outside! Encourage children to sing or play instruments as loud as they want outdoors. It couldnât be easier to take the music fun outside with Beckerâs Outdoor Music Kit!
As you can see, promoting music in the early childhood classroom can be fun and educational. It will break up the day for children and allow them the freedom to express themselves, be social, and active, too.
How do you incorporate music education in the classroom?


By Nichole Schleihauf
Arts & Entertainment Editor
Department chair and associate professor of Art Education, Dr. Julia L. Hovanec, presented a lecture on the various forms of ekphrasis, as well as exploring each of their values and research potentials.
Ekphrasis is a verbal or poetic response to a visual representation of art. In addition, Dr. Hovanecâs explanation of ekphrasis as a concept included reverse ekphrasis, art expressive ekphrasis, ekphrastic haiku and ekphrastic ode.
The goal of ekphrasis, as Dr. Hovanec outlined, was to address a work of art and make it speak through oneâs own interpretation or expression of art. Attendees of the lecture were encouraged to participate in creating ekphrasis to illustrate the simplicity and accessibility of the principle.
The response could be both a conversation with the piece and the piece itself. What Dr. Hovanec called art expressive ekphrasis involved giving art a voice and writing as if one is speaking as the subject. This form also worked well with sculptors, as having a three-dimensional form helped with personification.
While art usually inspires poetic ekphrasis, it could also be demonstrated in the opposite way. For example, in reverse ekphrasis, Dr. Hovanec used the example of how William Carlos Williamsâ plain and straightforward poetry had led artists to create what the piece illustrated to them.
Representations of ekphrasis also included ekphrastic haiku and ekphrastic ode. This rendition of haiku followed the regular 5-7-5 pattern of haikus, as well as integrated a natural subject. The ode took a common or ordinary object and constructed a poem exploring the object through the five senses.
In the future, Dr. Hovanec believes ekphrasis can be used to teach bilinguals, as well as a tool for art criticism. As a recipient of the 2019 Outstanding Higher Education Art Educator Award from The Pennsylvania Art Education Association (PAEA), Dr. Hovanec planned to conduct research that would be indispensable to her field.
This lecture was presented on behalf of Faculty First Thursdays from the Visual and Performing Arts Department. The next presentation featuring Dr. Dannell Macilwraith will be held on Dec. 2 in the Rickenbach Learning Center.
Categories: Arts & Entertainment


Cost analysis of three southwest Virginia special education programs
Moche, Joanne Spiers
MetadataShow full item record
School funding is one of the most critical issues in public education today. Jordan & Lyons (1992) have predicted that the great debate of the 1990s will be over what proportion of available funds should be spent on programs for special-needs students. Special education has held a prominent place in fiscal discussions and analyses since the passage of the Education for All Handicapped Children Act of 1975. The Education for All Handicapped Children Act (reauthorized as Individuals with Disabilities Education Act, 1990) required special educational programs and services for disabled students and provided a funding mechanism to assist states who chose to participate in this discretionary grant program. Given the dramatic rise in expenditures on those special education programs, policy-makers at all levels require cost and fiscal policy information to make informed decisions regarding the provision of special education services (Jordan & Lyons, 1992; Center for Special Education Finance, 1993). To meet that need, the Center for Special Education Finance was funded by the U.S. Department of Education to address fiscal issues including compilation of special education expenditure statistics (Council of Administrators of Special Education, 1993). The current study offered a significant contribution to that national objective. The cost analysis method introduced in this study, called the Moche Cost Analysis of Public Education or CAPE Model, provided greater sensitivity, accuracy, and flexibility than prior methods. It responded to changing service delivery models emerging from the education reform and restructuring movements. The CAPE Model was used to examine and compare costs of regular elementary education, regular secondary education, elementary special education, and secondary special education. Special education costs also were compared across disability categories and service delivery environments. CAPE can be adapted easily to identify expenditures by building level and programs other than special education. Results can be customized for comparison with state funding formulas. CAPE calculations can be completed manually or through use of the Moche CAPE computer spreadsheet program (Moche, 1995).
- Doctoral Dissertations


It is intriguing to see how fast kids learn if theyâre young! Research affirms our observations which learning experiences needs to begin from the early years from birth to age five. This really is a vital time at a youngsterâs cognitive and musical development. Some great advantages of music and movement at the preschool years have been well recorded. Scientific tests show that audio enhances brain growth and academic instruction. Music affects many areas of brain function and neurological improvement. Many levels of neurological willingness exist in children, and songs can be a potent enhancer at just about every period of neural improvement. The earlier a child is subjected to music and movement, the more better. Analysis findings include:
O Children who get early music training rating higher on standardized tests.
O The use of music during learning could raise a childâs IQ.
O Young children who enjoy music lessons reveal different brain improvement along with memory on the class of annually in comparison with children who do not acquire musical teaching.
O There is a connection among spatial reasoning and involvement in music and movement activities.
Pre school kids have reached the beginning of the learning spectrum. Parents and educators set learning patterns and attitudes and present kids to studying by giving the initial exposures. These flaws have to boost the joys of engaging in music and making music. Happy experimentation is going to end in the development of musical abilities and lay the foundation for future music learning together with for potential academic achievement.
Like a audio teacher for forty decades, Iâve seen the very good results of songs education for kids. At Reasonable Bus performances, now I enjoy seeing the constructive reactions of the kiddies to the interactive and music presentations since they learn many different educational abilities and theories. The shows and music have good appeal for kiddies.
As children make tunes, listen to tunes, and also move to audio by means of quite a few adventures, they create inventive skills, interest spans, engine along with rhythmic coordination, socialization skills, mental agility, and the potential to process info information. Itâs extremely critical for mothers and fathers to expose their children to new music and also to encourage involvement in movement and music tasks informally at home and in more organized music instruction preferences como trabalhar musica na educaÃ§Ã£o infantil.
Movements is innate in children and offers precisely the basis of young kids know. It results in this growth and coordination of their big and small human body tissues. In addition, movements is an crucial non verbal instruction software. Pre-schoolers know much that they cannot yet put into phrases. They exhibit their own understandings by means of gestures and other moves. Since we detect that the youngsterâs motion, we get insight into what the youngster is thinking and comprehension.
Songs help people to know in addition to say ourselves at a musical method. Appropriate tunes for pre school children include nursery rhymes, finger plays, and informative tunes that incorporate counting, characters of their alphabet, animals and creature noises, colors, etc.. Tunes and music that is recorded should promote pursuits such as walking, jumping, dance, and much more. Clapping or patting the continuous heartbeat or beat of rhymes, music, chants, and music that is recorded is just a valuable activity and preparation for prospective music ensemble participation. The capacity to carry out a constant beat whilst listening, talking, or listening to music assists the youngsterâs achievements in reading as well as other instructional areas. Music education is an important aspect for a kidâs learning approach in life. From simple start experiences that the child is advised into more sophisticated musical and creative pursuits.
While tunes is a workable stand alone educational app, new music additionally reinforces and enhances the learning of different abilities and benefits understanding in many methods. That is especially true for reading and language arts. New music helps kids focus about the arrangement of noises which is an essential aspect in speech development and literacy skills. Having a musical vocabulary of melodic patterns and phrases directly transports to the ability to come up with a spoken language of patterns and sounds-thereby aiding your childâs achievement in reading and communicating.


We have a special treat for you today on the site to help little ones with learning numbers. We have ten gorgeous flash cards for you all to use to assist children in recognising numbers, and with their numeracy skills.
This is part of an event with a few lovely sites that have put together some activities for kids around a fruit theme. Why not take a look at some of the other activities as well as this one on KiddyCharts?
FROM LEFT TO RIGHT
Ten Frames Counting // Teach me Mommy
Learning Numbers With Fruit Flashcards / Placements // KiddyCharts
(This article of course!)
Pom Pom Mats // Fairy Poppins
Colors of Fruit Poem // Little Learning Corner
Sentence Scramble // Sarah Chesworth
Pineapple Sight Word Game // The Primary Post
Comparing Digital Resource // Recipe for Teaching
Syllable Activities // Fairy Poppins
BEFORE you check them out though, donât forget to download the resources that we have here for you. These can be used as number flashcards, of course, to help with learning numbers.
In addition, though, there are a couple of other ways you might be able to use these sheets with your children including:
- Posters for the wall, or the classroom just to remind, or even brighten up the room,
- Playdough mats: Using them as a playdough mat is a great way to explore numbers in a sensory fashion. Cover them with a laminator, and then kids can use the outlines of both the fruit and the numbers to create these items in playdough, over the top of the pictures. They act as guides for them in moulding the shapes of the numbers and the fruit. Older children are likely able to do this on their own, but younger kids are able to give it a go with support, and
- Placemats: Laminate these again, and you will have the perfect playmats or placemats for kids. Placemats that help them a little with learning numbers too. Thatâs got to be a win: win, right?
You probably want to know what fruit are on all the mats / flashcards. So here are the images for you to help out.
Numbers 1 to 5: Learning numbers flash cards
Images for the first 5 number flashcards include:
- One pineapple,
- Two cherries,
- Three apples,
- Four tomatoes, and
- Five bunches of grapes.
You can print out two sets of these, cut out the fruit and get the kids to match them up, as well as using them for sight recognition and the other activities that we suggested above.
Scroll down to the circular image to get the PDFs, and you can then print on the relevant page. They are high enough resolution for you to print on A3 if you need to. Any problems, do contact us.
Numbers 6 â 10: Numeracy cards for kids
For number 6 to 10, we have:
- Six strawberries,
- Seven pears,
- Eight lemons,
- Nine aubergines, and
- Ten bananas.
We hope you like these as much as we do.
To get them, just click the circular image below.
If you are looking for other STEM activities, do take a look at these as well:
Or ideas elsewhere too:
Donât forget to sign up to our newsletter so you know what we have on the site. We send this a couple of times a week maximum , usually just once a week:
Thanks so much for coming to visit us.


Source: Journal of Research on Technology in Education, Vol. 44, No. 2, p. 121â139. 2011
(Reviewed by the Portal Team)
The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course.
Participants and Design
The participants were 109 teacher candidates enrolled to elementary education department at a suburban university in Southern California.
Twenty-eight were enrolled in the 1:1 laptop cohort, whereas 81 were enrolled in four regular (non-laptop) cohorts.
One-hundred nine teacher candidates completed a pretest technology survey online at the beginning of the teacher preparation program in the fall semester.
In addition, 71 teacher candidates completed a posttest technology survey online at the end of the spring semester.
The authors assigned one of the 10 cohorts to be a 1:1 laptop cohort.
The other nine cohorts approached technology integration accordance with California teacher education policy in which students are expected to have specific technology experiences and requirements in each course.
The department chair selects the instructional and supervision faculty involved in all cohorts based on area of expertise and cohort need. All cohorts complete the same courses, and faculty use the same approved syllabus for each course.
The findings reveal that pretest candidates, who self-selected to be involved in the laptop program, ranked themselves lower than non-laptop participants on areas of beliefs about technology in education.
Furthermore, the authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased.
The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.
The finding that candidates in the non-laptop cohorts had no difference in their beliefs, use, and expertise from pre- to posttest, despite being required to complete technology course assignments âcould have a profound impact on how teacher educator programs plan candidate technology experiences.
The authors conclude that this study is significant for teacher education because of the statistical evidence supporting the claims that providing teacher candidates 24/7 access to laptops is a better choice for promoting 21st century skills in the candidates than other methods.


Students who produce their own ART experience the intense satisfaction of making their own artwork, one that reflects their learning, patience and ability.
The goal of the art program at PRM is to heighten awareness in students of the visual arts in the world; past and present. This is accomplished through the study of art history, the work of various artists, and hands-on studio work in many different media; drawing, painting, clay, fiber art, collage and sculpture.
Students create artworks which demonstrate a growing understanding of materials, processes, tools, media and techniques. They develop in the use of art elements, principles and images to communicate their ideas.
Kindergarteners are introduced to the elements of line, shape, color and texture through the life and work of important artists and they use the knowledge they acquire, applying it to their own original artwork. Fine motor skill development is facilitated through drawing, painting, coloring and cutting.
6 â 9 students continue building their skills through drawing, painting, modeling clay, mask-making, weaving and soft sculpture in two and three-dimensional works.
9 â 12 students learn to recognize and describe visual art forms and artworks from various times, places and cultures. Students explore different periods of art history, from cave paintings to contemporary art.
Families are invited to create artwork together at family art nights throughout the school year. During family art night, the art room is opened with projects and materials so families can create together.
Art holds a special place in the curriculum. One of the great beliefs of an art education is that the teacher can guide the students into making their own artworks. This requires both imitative skills and creativity. The student moves from the process of copying a model into the production of something more original and personally expressive.


About Early Childhood Education
Early childhood and childhood education majors are prepared to teach children from birth through sixth grade. They develop expertise in child development, oral and written communication, instructional design and delivery, assessment of student learning, collaboration with families and other professionals, and classroom management. Through their coursework and fieldwork, early education/childhood education majors develop a strong work ethic, organization and management skills, experience interacting with people from diverse backgrounds, flexibility, and a commitment to lifelong learning.
Early childhood and childhood education program graduates have been employed in childcare centers, Head Start and universal pre-K classrooms, and public, private, and charter elementary schools across the globe. School districts in New York City, Texas, and others states in the Southwest eagerly hire our graduates. Locally, our graduates are teaching in every school district in Western New York.
Once certified in early childhood and childhood education you may choose to add on additional certifications at the masterâs or post-masterâs level including literacy, special education, educational leadership and teaching English to speakers of other languages.
If you eventually decide that teaching in a classroom setting is not for you, alternative career options include:
- Adoption Agency/Foster Care Administrator
- Childcare Center Employee/Manager/Director
- Childcare Provider at a Religious Organization
- Educator to Adults in Corporate or Nonprofit Settings
- Home-based Service Provider (âNannyâ)
- Nonprofit Child Services Specialist
- Park/Community Center Activities Coordinator
- Summer Camp Counselor/Manager
Elementary Education Club: This organization enables elementary education students to socialize, discuss current issues in education, plan and implement service projects, and participate in professional development activities.
Global Book Hour (GBH): Global Book Hour integrates geography, vocabulary, music, visual arts, and healthy eating in a weekly session for neighborhood children from many diverse cultures.
Kappa Delta Pi: The International Honor Society in education is a prestigious organization dedicated to scholarship and excellence in education.
Tutoring in Area Schools: Multiple opportunities are available for students, staff, and faculty to engage PK-12 students through one-on-one tutoring in schools throughout Western New York.
TeachLivEâ¢: A computer-simulated, immersive, virtual reality classroom that provides teachers the opportunity to develop their skills in a safe, digital environment.
International Initiatives: Students have the option of teaching in foreign countries, including Chile, Zambia, Italy, and Germany.
Undergraduate research opportunities are plentiful in local Professional Development School (PDS) sites and in combination with travel opportunities as faculty collaborate with students to conduct applied research in school settings. Each year, the department sponsors student travel to the National Association of Professional Development School (NAPDS) annual meeting to present their undergraduate research to a national audience.
All students majoring in early childhood education complete student teacher placements in settings for infants/toddlers, prekindergarten/kindergarten and grades one and two. Many of the courses in our professional sequence are taught in authentic settings for clinically rich mentored experiences. As a result, the teacher candidates will have observation, tutoring, and teaching experiences in a variety of placements in our PDS Consortium.
You Can Make a Difference
Have you always had a special place in your heart for children? Do you want to plan fun, hands-on lessons that teach children basic skills through exploration and play? Are you patient, flexible, and enthusiastic? Early Childhood Education might be perfect for you.
Our education programs have received awards from the National Association of Professional Development Schools for outstanding work in collaborating with school partners to provide exemplary teacher preparation programs.
Candidates emerge from our education programs with quality clinical experiences to ensure success in the field.
Classes required for the major have a typical class size of 12-25, with the field-based courses having a maximum class size of 15, which means plenty of individualized attention from professors.
All faculty members are certified, experienced classroom teachers who have continued their own professional development through research, professional presentations and/or publications.
The rich tradition of teacher education at Buffalo State has nurtured relationships with many generous alumni who have sponsored scholarships for our majors


Church Choir Director Job description
Choral directors, also known as choir or music directors, often manage various aspects of the vocal, and sometimes instrumental, performances of musical groups, such as choirs, ensembles, or glee clubs. Some of their tasks may include composing music, leading performances and performing administrative duties. Demonstrated ability and experience in choral music is generally required for this career. In addition to possessing musical skills, choral directors may need to complete a formal training program in the music field.
|Required Education||Formal education program related to music|
|Required Skills||Choral music experience and demonstrated ability in music directing|
|Projected Job Growth (2012-2022)*||5% (all music directors and composers)*|
|Average Salary (2013)*||$54, 560 annually (all music directors and composers)*|
Source: *U.S. Bureau of Labor Statistics
Most choral directors provide oversight and administration for the vocal music programs of various organizations, such as schools or churches. Choral directors often compose and lead performances of both vocal and instrumental music, depending on their organization's needs. Those working in public school systems may also be required to hold music education classes.
Responsibilities of choral directors often vary by setting and expectations of employers. Their major duties can include selecting music, conducting rehearsals, choosing individual singers for solos, and choosing accompanists. Choral directors may also be required to handle administrative tasks, such as maintaining a calendar of events for performances, recruiting new members, and ensuring the uniformity of group attire. Directors often need to work well with both adults and children, and are typically required to be able to read music and be familiar with conducting techniques.
According to the U.S. Bureau of Labor Statistics (BLS), the annual salaries of most music directors and composers ranged between $22, 130 and $87, 970 as of May 2013 (www.bls.gov). Overall, directors and composers earned an average salary of $54, 560, with those working for performing arts organizations earning an average of $66, 610 a year. Those employed by religious organizations earned an average of $46, 930 in May 2013, according to the BLS. Career fields related to choral directors can include instrumentalist, vocalist, conductor, music teacher, director of music ministries, or artistic director.
Successful choral directors are typically expert musicians who are accomplished in the field of music. Depending on their employer, directors may be required to have some type of formal training in a related major, such as music or music education. Many of these programs offer concentrations in church music or choral education. Coursework may include choral literature, ensemble conducting, hymnology, voice pedagogy, and children choirs.


Is art education the unsolved mystery in your homeschool? It is for many momsâbut it doesnât have to be if you teach art the Charlotte Mason way!
Albert Einstein said, âIt is the supreme art of the teacher to awaken joy in creative expression.â
Charlotte Mason believed art should be a staple in every childâs education, and she explains a simple way to make it easy and effective when she writes:
There must be knowledge â¦ not the technical knowledge of how to produce, but some reverent knowledge of what has been produced that is, children should learn pictures line by line, group by group, by reading not books (about art) but the pictures themselves.
Ms. Mason felt there are two parts to art education: Appreciation and Expression. Letâs explore these two concepts.
Charlotte Mason believed children should be exposed to the great creative works and also the great Masters of those works.
Thatâs a completely doable task.
After choosing your artist and gathering several of his important works, follow this simple method of understanding and appreciating the Master and his art:
Using this method, your children will easily be able to not only remember the specific piece but will also identify other works the artist created. (And you will too!)
Charlotte Mason believed every child has artistic expression within.
After exposing your children to the Master and his work, have them recreate the art piece.
Teaching art without support can be overwhelming and cause art education to go by the wayside.
Here are a few of the materials I loved for teaching art:
Charlotte Mason recommends using creative expression in academics, especially history and science (of course this is why I added artistic activities in my science curriculum).
Creating art helps children transfer what theyâve learned from their short term to their long term memory.
When they spend time thinking about, mulling over and considering how to use the new knowledge to create something, theyâll enjoy the lesson much more and will experience a deeper love of learning.
Allow your children to creatively express their learning in every subject. You donât have to do art every day. Even once a month is sufficient. Be creative.
Donât stress over it. Just have a goal to consistently keep art a part of your childrenâs education.
Homeschooling gives us the freedom to do that. Allow your children ample time to express their school work and learning through art. You will look back and realize it was one of the greatest ways to take their knowledge and love of learning to the highest level.
For more on teaching the Charlotte Mason way go here.
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We all want our children to be self-motivated. To take control. To be resourceful. And to be motivated to get it doneâwhatever it is. Especially school work! MASTERLY INACTIVITY When our children arenât self motivated, we become frustrated, discouraged and even anxious. As usual, Charlotte Mason has the answer to our worries! Itâs a tenet she calls Masterly Inactivity and itâs the key to developing self-reliant, resourceful children who possess a long range motivation that endures far beyond our homeschool. There are 7 essential elements of Masterly Activity. Here weâll discuss the most important element: WISE PASSIVENESS Wise passiveness is [â¦]
Jeannie Fulbright shares about Exploring Creation with Anatomy and Physiology. Click below to watch the basics of this course. To read more about this award-winning homeschool curriculum, click here. To purchase this course, go to Apologia.com
Audio books can be a real life-saver. We all know the homeschool journey is harder on some days than on others. When tears are flowing and the kids are slow as molasses, just getting through the three Râs can be a huge feat. We find ourselves letting everything else slide-you know, like science and history or art and literature. Itâs okay. It happens to everyone. But Apologia has a solution. The Young Explorer Audio Books are designed to make science easy, when life isnât. At the push of a button, science gets done. Not only do the audio books give [â¦]


Henry David Thoreau was known throughout Concord, MA as a quirky fellow. Rather than work all day, Henry preferred to walk. And walk. And walk. He would walk the woods and fields of his town for hours every day, observing, noticing, and thinking. Sometimes, Henry would collect things that he wanted to study more closely at home, and carry them in his hat, in which he modified the liner to create a shelf of sorts for the purpose of holding such found items.
Henry paid close attention to the plants and animals in the world around him, and came to truly love what he saw.
Henryâs HatÂ® is an elementary education curriculum created by The Walden Woods Project. Henryâs HatÂ® provides standards-based lessons and activities in a wide range of STEAM topic areas, including English Language Arts, Math, Science, Technology, Engineering, and Art. Through these lessons, students learn about Henry David Thoreau while completing exercises that augment instruction in core educational areas.
The curriculum is designed to facilitate a pick-and-choose approach to the material, to be used throughout the year (rather than in a condensed, time-limited unit), allowing you to use the lessons and other materials to support and enrich existing curriculum.
As Henry collected experiences and natural objects throughout each dayâwhich he would think about, write about and learn from later that night or a day or two laterâthe Henryâs HatÂ® lessons invite students to âcollectâ their own experiences throughout the school year from which to learn through observation and exploration.


By Hamza Suleiman
Teaching at the Right Level (TaRL) Africa, a non-governmental organisation, says it has trained 87,000 pupils to improved foundational learning skills in Borno.
The training exercise is being implemented under the organisationâs evidence based teaching approach in primary schools.
The News Agency of Nigeria (NAN) reports that TaRL is an educational approach designed to help children develop basic letracy and numeracy skills, to enable them to catch up on the basics in the middle to upper primary school.
The Coordinator of the organisation, Umar Malam-Lawan said that the Teaching at the Right Level (TaRL) focused at supporting partners working to address the learning gaps in primary schools through the evidence-based approach.
He said the method, pioneered by Pratham in India, worked by dividing the children in middle to upper primary school into groups, based on their current learning levels rather than age or grades, and dedicate time towards improving their basic skills rather than focusing solely on the curriculum.
He said that the six months programme would facilitate regular assessment of pupil performances rather than relying only on end-of-year examinations.
âWe realise that some of them are beginners that could not identified later.
âWe have those who cannot identified English alphabet from A to Z. There are those who are good with words while others could easily make a sentence in a paragraph.
âWe have a two-hour method of teaching in the morning from Mondays to Fridayâs. The first hour is dedicated to literacy while the second for numeracy,â he said.
The Coordinator said the pupils were also exposed to local languages such as Hausa and Kanuri to enable them to understand and assimilate their dialects.
Malam-Lawan said the pupils were being grouped according to their learning levels, adding that it was an inclusive method which provided equal accessibility to all.
According to him, the organisation is woking in partnership with the United Nations Childrenâs Fund (UNICEF) and the Borno State Universal Basic Education Board in the area of capacity building and provision of teaching materials.
He said that under the project agreement, the state government would take over the programme at the expiration of the six-month period, to ensure sustainability.
The UNICEF Education Specialist, Dr Yusuf Ismail said the National Policy on Education has been designed to enhance teaching of litracy and numeracy towards improving pupil communication skills.
He decried the spate of first school leavers, who completed their education without the basic foundational litracy and numeracy skills.
âAccording to the global learning crises indices, more than 240 million learners aged 10 and above are passing through primary schools without basic foundational literacy and numeracy.
âIn sub Saharan Africa, 89 per cent of learners finished primary school without the basic learning requirement. Most of them are struggling on how to read and do simple arithmetic which shows that we are in learning crises.
âThe situation in Borno, Yobe and Adamawa is even more acute due to the insurgency,â he said.
He said that the Agency had trained teachers in the state under the programme to enhance teaching and learning process.


and Territories Association
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Research center or research group
Biodiversity conservation and restoration
The Caribbean Research and Management of Biodiversity (CARMABI) is a non-profit foundation on the island of CuraÃ§ao in the Dutch Caribbean. CARMABI was established in 1955 as a marine research institute. Now the organization has 4 pillars: marine and terrestrial research, park management, nature and environment education and consultancy.
CARMABIâs primary goals are:
Marine and Terrestrial Research
On a yearly basis, CARMABI host around 250 (ecological) researchers and students that want to study Caribbean coral reefs, terrestrial systems or geology. The organization has a fully functional research station which has a wet lab with running seawater and 30 80x40x40 cm aquaria, and two large dry labs with all basic laboratory equipment (e.g. fumehoods, microscopes, drying ovens, scales, basic chemical supplies etc) with 50m of available bench space.
CARMABI also conducts terrestrial research to improve our understanding of nature. An important component of the terrestrial research focus is the study of the terrestrial ecosystems of CuraÃ§ao. Research is also conducted and applied to other natural areas of CuraÃ§ao and the wider Caribbean. For this, Carmabi extensively works together with universities and research facilities in the region and around the world to further the knowledge on our terrestrial ecosystems.
CARMABI is responsible for various nature parks and areaâs, the largest areaâs being the Christoffel National park (1860 ha.) and Shete Boka National Park. A team of dedicated park rangers monitor nature and assist tourists when visiting the park.
The Savonet Museum, which is located in the Christoffelpark and housed in a 19th-century plantation house, tells the story of the Savonet Plantation; one of the oldest plantations on the island. The focus of the museum is the lives of the former slaves and later âworkersâ of the Savonet Plantation, the lives of the owners, and the interaction between these two groups.
Nature and Environment Education
One of the primary goals of CARMABI is to inform the youth and the public about the importance of nature. The Foundation does this by providing programs in the field and at schools. All schools on CuraÃ§ao can join the educational programs for Elementary Education (Funderend Onderwijs) and Secondary Education (Voortgezet Onderwijs). CARMABI also provides educational materials for schools and thus makes information more accessible for the youth.
CARMABIâs Advice and Consultancy department offers various services related to the environment; from marine and terrestrial biological inventories and ecological research to developing and reviewing nature management plans. Research conducted during the 65-year history of CARMABI has resulted in countless scientific publications on a range of biological and ecological topics.
The following are part of the services Carmabi Environmental Consultancy Services provides:


This webinar is now complete and can be watched back at the link below.
Join our free webinar for community and voluntary organisations.
In Ireland, over 500,000 adults struggle with reading and understanding information and using everyday maths. This means they may find it difficult to fill in a form, vote, read and understand instructions on medicines, divide or add up a bill or help kids with homework. 42% of Irish adults struggle with basic digital tasks such as looking up a website or sending an email.
Community and voluntary organisations have meaningful and caring relationships with thousands of people in communities across Ireland. You are in a unique position to champion a literacy-friendly approach to communicate effectively. Your team can promote literacy-friendly information and support adults with literacy needs by referring to relevant adult literacy supports.
This webinar will look at adult literacy, numeracy and digital literacy needs and how you or your organisation can use a literacy-friendly approach and support adults if appropriate.
We will look at:
* What is literacy;
* Challenges of participating fully in society with a literacy need;
* Using a literacy-friendly approach;
* Your experience of responding to adults with literacy, numeracy and digital needs;
* Tips for how to deal sensitively with adults with literacy, numeracy and digital needs; and
* Plain English.
Derv Ryan, Literacy Development and Outreach Worker, will discuss what literacy is, the importance of using a literacy-friendly approach and the unique position of the community and voluntary sector in promoting adult literacy services and supports.
NALA Student Subcommittee and Board Member, Maurice Sammon, will speak about his experience of education with the Waterford and Wexford Education and Training Board. Maurice will also highlight the important role of people in support services planting the seed of adult education.
Helen Ryan, Policy Officer, will discuss how you can respond sensitively to people with unmet literacy, numeracy and digital literacy needs by using a literacy-friendly approach.


- Understand the role and benefits of automation
- Learn the fundamentals of automating browsers with Selenium
- Learn how the principles of Object Oriented programming can be used to improve testing
- Understand how to apply automation to solving your testing challenges
Agile and automation are now playing an increasingly important role in the evolution of software development, and itâs now more critical than ever for testing to keep pace with the shorter development cycles. Selenium is a popular open source browser automation tool which helps test teams increase the speed and quality of testing. This course provides those in testing and development roles the foundational skills required to leverage Selenium in order to write meaningful automated tests using sustainable methodologies.
- Some programming experience is required
- Suitable laptop with administrator privileges
- Installed Java JDK
- Installed IDE of your choice (IntelliJ or Eclipse)
This class will have pre-class instructions that involve downloading certain programs that will be needed for the handson exercises. These instructions will be provided to you after your registration is completed. If you have any concerns about the specific programs involved, please feel free to reach out to our Client Support team.
This course is designed for those in software testing roles and developers interested in adopting test automation with Selenium. Attendees should have some familiarity with programming languages and concepts.
Understanding the Web
- What is the Domain Object Model (DOM)?
- Anatomy of the DOM structure
- Locating web elements
- Types of UI automation
- WebDriver commands
Record and Playback
- Tooling Choices
- Troubleshooting and Debugging
- Selenium tools
- Selenium WebDriver
- Advanced Selenium
- What is Selenified?
- Why use Selenified?
Writing Effective Tests
- Basic Selenium steps
- Overall test automation best practices
- Mobile Web compatibility
- Parameterized Testing
- Separate Selenium class tips
- Selenium Grid
- Configuring Selenium Grid Node
- Additional resources


Long Row Primary School Curriculum
At Long Row we follow the National Curriculum and have high expectations for all our children.
In order to forge a sense of belonging, we deliver a broad, balanced, ambitious curriculum, a curriculum with purposeful, authentic outcomes, that are relevant to our location in a World Heritage Site. Local community links are embedded as we develop understanding and skills in a carefully sequenced manner. Our mastery approach involves in-depth and high-quality learning which builds on prior knowledge and inspires a desire to be a lifelong learner.
Knowledge is at the centre of our curriculum which has been developed around the 3 terms and follows a two year cycle of topics as we have mixed age classes. Each topic has carefully chosen concepts, which will encourage the children to think more deeply about the world around them. The concepts will be used as a thread across the different subject areas and will be subject of class discussions and debates. We have produced progression grids for each subject area to ensure the specific skills are taught with the knowledge. We use these to aid our planning so that childrenâs knowledge and skills build over time.
In the Autumn Term, we are all Historians - Discover Curriculum
During the Spring Term, the whole school will be Geographers - Explore curriculum
In the Summer term, we are artists and designers - Create curriculum
We aim to make learning as ârealâ as possible, therefore we enhance our curriculum with a variety of visits/ visitors within each project. Each project also has an authentic outcome that children will be working towards as their learning progresses. These outcomes are for an audience/purpose.
Whilst there is a specific focus for each term, children access all other subjects discretely. PE, Computing, Science, Music, RE, and Languages in KS2 continue to be taught weekly throughout the year. Please see our curriculum overview and subject coverage below. If you have any questions about our curriculum please email us at school.
Implementing our curriculum
We recognise that characteristics of effective learning develop across all subjects and year groups.
In planning and guiding what the children will learn, we will reflect on the different rates at which children are developing and adjust our practice appropriately. The generic skills developed across our curriculum are the characteristics of effective learning. We encourage all our children to:
â¢ play and explore â children investigate and experience things, and âhave a goâ
â¢ be active learners â children concentrate and keep on trying if they encounter difficulties, and enjoy achievements, assess themselves and others, collaborate
â¢ create and think critically â children have and develop their own ideas and explore possibilities and new solutions when facing challenge explore and make links between ideas, and develop strategies for doing things, ask questions to develop and extend thinking.
Cross curricular links/Basic skills: Communicate ideas in writing, speak clearly to articulate ideas confidently, read and understand a variety of texts, calculate efficiently and apply mathematical skills to solve problems and use IT confidently and effectively
After reading through the curriculum overview and subjects links below, if you require any further information please don't hesitate to contact us by email on email@example.com


On the Day of Persons with Disabilities, the Verkhovna Rada Was Reminded of the Rights of Children by the UNICEF Initiative
At the initiative of the United Nations Childrenâs Fund (UNICEF), Janis McDavid, motivational speaker from Germany and UNICEF Ambassador for Inclusion, addressed the Verkhovna Rada. Janisâ visit to Ukraine is timed to coincide with the International Day of Persons with Disabilities to draw public attention to the topic of inclusion and deinstitutionalization.
According to the State Statistics Service, as of 2019, there were 163,886 children with disabilities under 18 in Ukraine. Children with disabilities remain one of the most marginalized and isolated groups in Ukraine and face many barriers on a daily basis in access to opportunities, namely education.
Other problems include stigma and discrimination, lack of child-centered and individualised learning methodologies, inflexible curricula, lack of assistive devices, inaccessible teaching materials, physical inaccessibility of schools, etc. The lack of these components means that families prefer specialized boarding schools and other institutions. About half of the children in Ukrainian institutions have a disability or developmental delay.
Janis McDavid stressed the importance of developing an inclusive environment:
âWhy do we focus more on what divides us than on what unites us? I dream of a world where what distinguishes us does not divide us. In this world, differences no longer matter. A society without barriers is a society without borders.â
Together with Janis McDavid, Lina Deshwar, a Ukrainian civic activist promoting the rights of children with disabilities, spoke at the plenary hall of the Parliament.
âChildren who find themselves in difficult life circumstances, or are born with developmental disabilities or are already under institutional care, should not be just statistics. They should not be invisible children in Ukraine. Every child is a CHILD. So, I urge everyone to work and act for the benefit of children. Because everyone has the right to childhood, and childhood has no disability,â said Lina.
According to a new UNICEF report, the number of children with disabilities in the world is estimated at almost 240 million. Children with disabilities are at a disadvantage compared to children without disabilities as measured by most child welfare indicators.
Compared to children without disabilities, children with disabilities:
- are 24 percent less likely to receive support and proper care needed for early development;
- are 42 percent less likely to acquire basic reading and numeracy skills;
- have a 25 percent higher probability of delayed weight gain and a 34 percent higher probability of growth retardation;
- are 53 percent more likely to have symptoms of an acute respiratory infection;
- are 49 percent more likely to never attend school;
- are 47 percent more likely not to complete primary school, 33 percent more likely not to complete basic secondary education, and 27 percent more likely not to complete secondary education;
- are 51 percent more likely to feel unhappy;
- are 41 percent more likely to feel discriminated against;
- are 32 percent more likely to suffer severe corporal punishment.
UNICEF works in some of the worldâs toughest places, to reach the worldâs most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.