At Hughesdale Primary School a variety of assessment tools are used both to improve student learning outcomes, and to monitor student progress by providing important evidence of improved learning outcomes i.e. assessment 'for' and assessment 'of' learning.
Assessment for learning is designed to enhance teaching and improve learning. At Hughesdale Primary School we believe that assessment is an essential and integrated part of teaching and learning and that a range of assessment approaches are necessary to identify what a student knows and can do. By accurately pinpointing “where to next” students are supported with personalised learning goals to extend their learning.
Assessment is ongoing and helps teachers to shape high quality teaching practices and appropriate learning experiences which will develop students' knowledge, skills and understandings and promote effective learning. Through professional learning teams, the results of assessment also contribute to the continuing development of a whole school approach in support of improved student learning outcomes.
Teachers access assessment opportunities in the context of everyday classroom activities, as well as through explicitly planned assessments to document progress.
Assessment outcomes allow teachers to report effectively to parents on their child's progress in an ongoing manner.
Hughesdale Primary School provides all parents with regular online access to their child’s assessment feedback and results with ‘Continuous Online Reporting’, an online facility accessed through the School’s Learning Management System, Compass.
Continuous Online Reporting reflects Hughesdale Primary School’s effective integration of ICT into education planning and delivery. The system increases responsiveness to individual learning needs, provides better-quality and timelier information to parents, and improves classroom and administrative efficacy.
This system is founded on a wealth of research in assessment/reporting and student learning. It draws on the work of Professor John Hattie from the University of Auckland and his analysis of 180,000 studies representing over 50 million students, which found that ‘informative feedback’ had the greatest effect on student learning.
Students at Hughesdale Primary School receive feedback through discussing strengths and areas for future learning. Continuous Online Reporting also makes feedback available to parents in a secure online environment. Parents can view results for key assessments, as well as progress and participation indicators, without waiting until the end of term. The online assessment information is not designed to replace semester reports, but rather to complement them by providing a fuller picture to parents.
National Assessment Program – Literacy and Numeracy (NAPLAN)
Students in Years 3, 5, 7 and 9 participate in the National Assessment Program – Literacy and Numeracy (NAPLAN), which tests literacy (reading, writing and language connections) and numeracy skills. The results of these tests, in conjunction with a range of data from other assessment strategies and data collection, give you information on how your child is progressing and where s/he could benefit from greater challenges or extra help.
National assessment and reporting are the responsibility of the Australian Curriculum, Assessment and Reporting Authority (ACARA). In Victoria, NAPLAN is administered by the Victorian Curriculum and Assessment Authority (VCAA). For more information, see www.nap.edu.au, call 1300 895 563 (ACARA) or email email@example.com. Alternatively, see www.vcaa.vic.edu.au, call 1800 134 197 (VCAA) or email firstname.lastname@example.org.
Australian Curriculum, Assessment and Reporting Authority (ACARA)
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible to all Australian Education Ministers for developing Australian curriculum, developing student assessment, including NAPLAN, and for reporting overall student and school performance. ACARA also manages the My School website, which provides information on all Australian schools. For more details on ACARA, see www.acara.edu.au. For more details on My School, see www.myschool.edu.au
Victorian Curriculum and Assessment Authority (VCAA)
The Victorian Curriculum and Assessment Authority (VCAA) sets the guidelines for what students learn from Prep to Year 12 in all Victorian schools. The VCAA is responsible for the administration in Victorian schools of the AusVELS, the Victorian Certificate of Education (VCE), the Victorian Certificate of Applied Learning (VCAL), Vocational Education and Training (VET) certificates and the National Assessment Program – Literacy and Numeracy (NAPLAN).
For more information see www.vcaa.vic.edu.au, call 1800 134 197 or email email@example.com.


The mission of Little Einstein's Montessori Preschool is to challenge every student, faculty and staff member to share fully the gifts that have been given to them, to grow in grace and wisdom, to develop spiritually, academically, physically, socially and artistically; and to become people of character who value and improve the world they inherit.
The role of the Montessori teacher is to demonstrate the use of the materials and activities based on observation and careful assessment of the child’s needs. The ultimate goal of the teacher is to intervene less and less as the child develops. The AMI Montessori teacher receives specialized training and education so that he or she can develop the skill of knowing when to intervene and when to observe. In this multi-age environment the children develop independence, creativity, responsibility and a sense of their place as a contributing member of their classroom community.
In a Montessori classroom, children are given the opportunity to develop their powers of concentration and joyful self-discipline. The true discipline of the child comes from within as a freely chosen response to the environment. The Montessori Method develops the personality of the child – not just the intellect.
"Our standards yield returns that both our students and their parents desire"
Multiple options for two- to six-year-olds include half-day, full-day academic, and enrichment programs in private school setting. Phonics instruction begins at age two accelerating each child's literacy development.
The Physical Education curriculum at Little Einstein's is a planned sequence of learning experiences designed to fulfill the growth, development, ethical and behavioral needs of each student. The broadest goal of the program is to help children understand themselves. In doing so, each student will begin to understand the nature of achievement.
Character development is one of the most crucial aspects of any child's upbringing. The lessons we learn as young people influence not only our careers and life choices -- they also help determine the kind of leaders, parents, and citizens we become as adults.
Character Education -- the connection between students' minds and their hearts -- is as much a part of Little Einstein's as its bricks and mortar. Through our Character Education Program, even our youngest students begin to gain a sense of what it means to be a fulfilled and moral person. From their preschool years, students at Little Einstein's have a multitude of opportunities to learn critically important lessons that help shape their moral compass. These engaging activities enrich our entire curriculum, spanning the classroom, the playing field, and the global community.
The spiritual and ethical values that we espouse and affirm at Little Einstein’s provide a guidepost for every member of our community, and a bridge that links us together.


Facing the prospect of global ecological crises, how can music education matter? With the advent of ecomusicology, the connection between music and environment raises many new challenges. What might music education for ecological literacy be like?
Author: Daniel J. Shevock – Penn State Altoona. Published 10/20/2015 (our inaugural article!)
Click here to read to the article. If this is your first visit to TOPICS, please read the note below.
Note: Our articles contain features that enhance your TOPICS reading experience via the Acrobat Reader standalone app (available at no cost for several smart devices) or a properly configured Acrobat Reader browser plugin. To find out how to configure the plugin for your browser, please visit the following URL: https://helpx.adobe.com/acrobat/kb/pdf-browser-plugin-configuration.html


Об этом курсе
Graphic Design is all around us! Words and pictures—the building blocks of graphic design—are the elements that carry the majority of the content in both the digital world and the printed world. As graphic design becomes more visible and prevalent in our lives, graphic design as a practice becomes more important in our culture.
Through visual examples, this course will teach you the fundamental principles of graphic design: imagemaking, typography, composition, working with color and shape… foundational skills that are common in all areas of graphic design practice. I don’t just want you to watch a video of someone talking about design, I want you to MAKE design! If you want to be a designer you have to be a maker and a communicator, so this course will offer you lots of opportunities to get your hands dirty with exercises and with more practical projects.
- Beginner's level knowledge of Adobe Creative Suite programs, such as Illustrator, Photoshop and InDesign
- Anyone interested in graphic design


The Kindergarten program at Holy Family Catholic School provides a strong foundation for our students. Through experiences in math and language arts, children learn to count, read, write, and build on existing communication skills.
Class sizes are small to help meet the developmental needs of each child.
Our students are exposed to a wide variety of ideas through music, technology, Spanish, art and PE in addition to science and social studies.
Children learn about God through religion class, emphasis on virtue, and participation in Mass and prayer. They begin to develop independence, and every day is exciting as children look forward to seeing their new friends at school!
The primary focus in grades 1 and 2 are making sure that students have outstanding foundational skills in reading, writing, and math.
Children receive daily, small group reading instruction and regular daily practice in handwriting, first in print, and later, cursive. Important math concepts are learning to add and subtract, borrow and carry.
Second grade is a pivotal year in faith formation of our students, as they prepare their hearts and souls for reception of the sacraments of Reconciliation and First Eucharist.
In addition to core subjects, students expand their knowledge of the world through participation in Spanish, technology, library, PE, music, and art classes.


Born in the Bronx, New York in 1960, Glenn Ligon is an American conceptual artist whose work explores race, language, desire, sexuality, and identity. He is best known for his text-based paintings, made since the late 1980s, which draw on the writings and speech of diverse figures including Zora Neale Hurston, Gertrude Stein and Richard Pryor. Growing up in New York, Ligon took art classes at the Metropolitan Museum of Art and learnt first-hand about identity politics through the racism and discrimination toward his homosexuality that he encountered on the streets. He combines this formal art education and personal history to create emotionally charged works with challenging messages.
Ligon’s white neon Warm Broad Glow II puts the words ‘Negro Sunshine’ up in lights, but their shine is obscured by matt black paint and their light now highlights the white structure behind them. These words are taken from Gertrude Stein’s 1909 novel, Three Lives, Stein wrote, “Rose laughed when she was happy but she had not the wide, abandoned laughter that makes the warm broad glow of negro sunshine. Rose was never joyous with the earth-born, boundless joy of negroes.” Stein was speaking to the broad racial stereotype of her day, and Ligon’s reclaiming of these words removes the text from its original context and asks us to confront the visceral and evolving nature of language and stereotypes.
Black Rage, (2015) again taken from a literary source, this time a facsimile of the cover of the landmark 1968 publication ‘Black Rage’, in which two psychiatrists examine the insidious effects of the heritage of slavery on the lives, loves and actions of African-Americans in the face of persistent racism. Cracks, abrasions and dents are recorded in the manner of a conservator checking the condition of an object. These notations describe the various flaws found on the cover due to age and wear, the detached and methodical mode of their reporting is at odds with the anger of emotion asserted by the title. Ligon’s work is an incisive exploration of American history, literature, and society that questions and criticises the persistence of racism through the legacies of painting and conceptual art. Whether constructed from neon lights, coal dust, glitter, paint, or photographs, Ligon’s work fluctuates between humour and startling honesty, reminding viewers that intolerance remains ubiquitous.
In 2011 the Whitney Museum of American Art held a mid-career retrospective of Ligon’s work, Glenn Ligon: America, and for that exhibition this neon: Warm Broad Glow II, (2011) was installed for the first time in the windows of the Brauer building on New York’s Madison Avenue. Important recent shows include Glenn Ligon: Encounters and Collisions (2015), a curatorial project organized with Nottingham Contemporary and Tate Liverpool. Ligon has been the subject of solo museum exhibitions at the Camden Arts Centre in London, the Power Plant in Toronto, the Walker Art Center in Minneapolis, and the Studio Museum in Harlem, among others. His work has been included in major international exhibitions, including the Venice Biennale (2015 and 1997), Berlin Biennal (2014), Istanbul Biennal (2011), Documenta XI (2002), and Gwangju Biennale (2000). His work is included in the foremost international museum collections from Museum of Modern Art in New York to the Centre Pompidou in Paris. Zabludowicz Collection have the foremost collection of Ligon’s work in the UK, making their first purchase in 2005 and exhibiting his work in London in 2012.
Black Rage (2015) and Warm Broad Glow II (2011) are currently on loan to Tramshed Project London, 2020-2021.


The effects of varying melodic intervals in Melodic Intonation Therapy for persons with Aphasia
AdvisorO'Bryan, Erin; Bernstorf, Elaine; Richburg, Cynthia M.
MetadataShow full item record
Darland, K. 2021. The effects of varying melodic intervals in Melodic Intonation Therapy for persons with Aphasia -- In Proceedings: 17th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
INTRODUCTION: Broca's Aphasia is an acquired language disorder that most commonly occurs after a stroke. It is characterized by deficits in expressive language, both spoken and written. Melodic Intonation Therapy (MIT) is an evidence-based approach to the treatment of Broca's Aphasia, which emphasizes the musical elements of speech (i.e., pitch and rhythm) to facilitate language recovery. Clients are taught to sing phrases intoned on a single melodic interval while tapping their left hand in rhythm. Many studies have illustrated the importance of the rhythmic component of MIT; however, little research has directly evaluated the effects of using different melodies (i.e., melodic intervals) in therapy. PURPOSE: The purpose of this study was to evaluate the effects of using two different melodic intervals in MIT: a common, perceptually pleasant interval known as the minor third, and an uncommon, perceptually unpleasant interval known as the tritone. METHODS: Two participants received MIT twice a week for six weeks via teletherapy. Each was exposed to twenty-four pairs of phrases equal in number of syllables and intonation pattern. One phrase of each pair was intoned on the minor third and the other on the tritone. Following a Latin- square design, the interval assigned to each phrase within the pair was opposite for the two clients. An assessment of trained phrases measuring syllable intelligibility was administered pre- and post- treatment to monitor progress. RESULTS: An effect size was calculated using a formula designed specifically for single-subject, multiple baseline aphasia studies. It was determined that the effect size for the tritone was greater than the effect size of the minor third for both participants. The researchers believe the difference is meaningful; however, no equation has yet been developed to determine the statistical significance of the difference in effect sizes using the preceding formula. Regardless of pitch both participants showed significant improvement in trained phrases, providing evidence that MIT is efficacious in the teletherapy format. CONCLUSION: The results contradict the researchers' hypothesis that using a common and perceptually pleasant interval would yield greater success in MIT. The findings may have implications for MIT protocol, which recommends intoning phrases on a common interval such as the minor third. Limitations to this study include a small sample size and human error associated with pitch. Future research should continue to evaluate the complex interaction of rhythm and pitch within MIT to ensure treatment is as effective as possible.
1st place award winner in the poster presentations at the 17th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held online, Wichita State University, April 2, 2021.
Research completed in the Department of Communication Sciences and Disorders, College of Health Professions; Department of Music Education, College of Fine Arts


This guide is designed to help you locate resources about the topic of teaching music to elementary students. Use the tabs across the top to get information about different resources you can utilize. As always, if you have questions, please contact a Librarian. We're here to help!
Greetings! This guide is intended to help you research the following topics for your MUS 391 class, especially your work on the following topics:
I suggest that you start with the "Articles" tab, for a number of reasons. First, these are nice and quick to read (as opposed to a book). Second, the information you find there will provide real-life ways that these music education theories have been used, so what you learn there might be handy down the line.
If articles don't do it for you, take a look at books. Finally-- and don't get me wrong, there are some absolutely wonderful websites out there-- check out the internet. The reason I'd argue you use the internet last is not because I want to make more work for you (I really don't), but because in the long haul, it will take you longer to locate and pull apart the truly useful and reliable information that you find there. It's hard to resist, but I encourage you to give it a try. You might be surprised.
As the "Welcome" box suggests, use the tab across the top of the page to find the stuff that will best suit your needs-- and never hesitate to get in touch with me (Maria Kingsbury-- email@example.com ) or any one of the other fabulous librarians here if you need help with this or any other assignment!


The National Center for Literacy Education (NCLE) recently published a report called “Remodeling Literacy Together: Paths to Standards Implementation.”
NCLE, which is a coalition of literacy organizations that includes the American Association of School Librarians, the International Reading Association, National Council of Teachers of English, and others, conducted a national survey of over 3,000 teachers to learn about their preparation and confidence related to implementing the Common Core State Standards (CCSS).
Whether or not you teach in a CCSS state, the findings of this survey should be of interest to everyone in the field of education. Every state, district, and school in the U.S. is placing an increased emphasis on raising the rigor in literacy teaching and learning. There are many leadership opportunities for school librarians in these findings.
• Nationwide, teachers feel ill-prepared to help their students achieve the new literacy standards (NCLE).
I believe that all educators feel challenged to teach literacy skills. We know students need to master traditional literacy skills as well as 21st-century skills. This is a tall order when many children do not arrive at school with rich literacy backgrounds, need on-going support for applying reading comprehension strategies across genres, content areas, and grade levels and need to learn how to effectively use technology tools to interact with information and produce knowledge. This is a tall order.
Who can help? A 21st-century school librarian!
• Working with peers is the most valued support for standards implementation (NCLE).
As a long-time collaborating librarian, this finding does not surprise me. I know that my colleagues and I have benefited tremendously through coteaching. The extra challenge for classroom teachers is that it is difficult for them to work with one another during the school day in order to achieve true job-embedded professional development. If educators combine classes, they have twice as many students whose needs they must meet. And few administrators have the flexibility to release teachers from their primary teaching responsibility so they can coteach with their peers.
Who can help? A 21st-century school librarian who can coplan and coteach with classroom teachers in real-time, with real students, real curriculum, real resources, real supports, and constraints of the actual teaching environment can be the peer with whom classroom teachers work. Through coteaching, we can help classroom teachers meet their need for standard-based lesson implementation and improve our literacy teaching practices together.
• Time for working together in schools is decreasing (NCLE).
This is an ill-advised situation that school-level and district-level administrators should pay attention to and address. When new standards or initiatives are introduced into a learning community, educators need to break out of the isolation of their classrooms, labs, and libraries in order to ensure that innovations spread throughout the learning community.
Who can help? A 21st-century school librarian has expertise in using technology tools for asynchronous collaboration. Using Google Drive docs, wikis, and other Web 2.0 tools to conduct collaborative planning can provide effective venues for working together when face-to-face time is short or not readily available.
On Thursday, I will respond to some of the additional findings of this important data from the field.
“Remodeling Literacy Learning Together: Paths to Standards Implementation.” Literacy in Learning Exchange. 18 Feb. 2014. Web. 31 Mar. 2014. <http://www.literacyinlearningexchange.org/remodeling-together>.
Coplanning Photograph of Librarian Stacy Cameron and her Colleagues – Used with Permission


Date of Award
Action Research Project
Master of Arts in Education
Montessori Elementary Education, Elementary Education
Schema is a framework that helps us organize and interpret information. Developing schema is essential in the comprehension of text. Strong readers can make sense of what they read by seeing how it fits with what they already know. Teachers must help students make connections before, during, and after reading.
Without schema students are unable to infer because making inferences involves creating meaning that is not explicitly stated by the author. Readers use clues in the text plus their personal insights and experiences to make meaning of the text (Roit, 2014). My school is a Title 1 school with a high level of poverty. Typically impoverished have limited background knowledge due to limited vocabulary and life experiences (Payne, 2015). Students must be taught to activate schema to help make meaning from text. Explicitly teaching students both the term schema to facilitate metacognition and helping them focus on specific stimulus will help students in poverty to be ready to proceed to the elaboration stage, also known as inferencing (Payne, 2015).
There has been limited research on schema in isolation to reading comprehension. Although a lack of background knowledge affects reading success, many teachers have little support or understanding of lessons that focus on building schema. Teacher instruction does little to help students learn how or when to use the skills, nor was it ever established that this specific set of skills enabled comprehension (Appel, 2009). By exploring lessons in isolation to the schema framework teachers will be able to help students with a limited vocabulary interpret a text in a more meaningful way.
Mills, Celeste. (2019). The Effects of Schema on Reading Comprehension at Coleman Elementary. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/344


The “Triangle” of the Flexible-Thinking Child – Executive-Function, Anxiety Management, and Social CognitionBy Alsing Team In Updates from Camp Alsing
From Camp Alsing Clinical Directors – Lucia Reardon, MA, CCC-SLP & Brooke White Ober, MS, CCC-SLP
Each of our brains is like a fingerprint, completely unique. For all of us, it performs an incredibly complex set of functions commonly referred to as “executive functions,” that allow us to interact with our world and contribute in our own unique way.
When people ask about our approach with kids with social challenges, we often draw a triangle and describe the overlapping components that create the foundation for a well-rounded, flexible thinking child. Those overlapping components are social cognition, executive function, and managing anxiety. The triangle is constantly rotating. Understanding the role of anxiety or the “worry brain” is particularly important because when we let worry be “the boss of our brain,” it can block access to our thinking or problem solving brain, which we need for social executive functioning. It is common for our kids to “zoom in” and over-focus on the details of a situation (whether this be due to the anxious brain, slow processing, and/or neurological wiring differences), when they need to zooming out to see the big picture.
Camp Alsing has provided us an incredibly unique opportunity to apply the triangle of learning. It is an engaging, supportive environment for generalizing these foundational skills seamlessly in an exciting, fun, traditional camp experience in the company of like-minded kids and highly-trained, understanding counselors (or as we call them at camp, “coaches”). We start the day in the dorm, having the campers ‘walk through’ the timeline of their day while imagining what each activity will “look like.” This teaching is consistently and routinely embedded throughout the day, in all types of activities. The kids compare and contrast each other’s “pictures” or “future pictures” (perspective taking), observing how each experience is “the same but different” from one another or from one day to the next (flexible thinking).
In the evening, the campers connect and reflect, comparing memories in their bunks or around the campfire, sharing the “big picture” events of the day. They are guided in supporting each other to flexibly problem solve any glitches, working through worries and encouraging each other to push through the “uncomfortable moments” of trying something new.
As clinical directors last summer, it was a thrill to see the growth in their confidence and adventurous spirit. Campers that said, “I will never try archery” or would “never do the overnight” not only worked through that worry, but also created a positive emotional memory of the new experience. Campers that were unaware of what their peers were doing in the lake while swimming were suddenly noticing and joining the group fun in the water!
With improved situational awareness, the campers were more available and motivated to learn strategies for and engage in conversation. With increasing independence, the campers made stronger connections through sharing those exciting moments with each other, creating memories for a lifetime. The finale was the last night — the talent show. There is not a camp worker that thinks about that talent show without getting chills! Campers took turns on the stage together, confident and sure of their support while the rest of the camp cheered them on without fear or need for coaching. We all realized we had evolved into a unified team.
It was incredibly rewarding to experience this camp with the campers and staff. Our hope is to continue growing and expanding the boundaries of teaching and learning for us all. We look forward to Camp Alsing 2018!


- Tackling Child Poverty and Improving Child Well-Being: Lessons from Britain
December 10, 2010
This report, authored by Jane Waldfogel of Columbia University and the London School of Economics, describes the recent efforts of the United Kingdom (UK) to end child poverty by 2020.
- Foundation for Child Development Case Studies
November 29, 2010
The Foundation for Child Development commissions case studies that offer a first-hand account of ground-breaking policy development and practice.
- Issues in Education for Children Three to Eight in Six Countries
September 10, 2010
Increased public financing and public school involvement in pre-kindergarten are transforming early education in the United States.
- Children of Immigrant Families in Eight Affluent Countries
June 15, 2010
The report presents internationally comparable data on the situation of immigrant children in Australia, France, Germany, Italy, the Netherlands, Switzerland, the United Kingdom and the United States — that together include almost 40 percent of all persons in the world living outside their countries of birth.
- Equal From The Start: Promoting Educational Opportunity for All Preschool Children – Learning from the French Experience
June 14, 2010
This report focuses attention on how France, building on a strong foundation of a universal pre-elementary school system, is providing earlier access and more resources to low-income and immigrant children who are at risk for educational underachievement by investing additional resources in écoles maternelles located in education priority zones or ZEPs. As the United States seeks to address the dual challenges of helping the growing number of children being raised in immigrant families and reducing the persistent inequalities in the educational attainment of children from lower-income families, the preschools in the ZEPs offer a new lens through which to view the current chaotic situation of pre-elementary education in the United States.


Universal Screener login for elementary school students and staff
Universal screening gives teachers information about strengths and needs in students’ basic reading and mathematics skills. Gaps in basic skills are the root of many later learning difficulties. Early detection and intervention in these gaps can help students reach their potential.
In FCPS, we use i-Ready as our Universal Screener.
The iReady assessment works best in the Chrome internet browser.
The universal screener provides an initial view of all students’ foundational skills to help teachers identify students who may have challenges in reading or mathematics.
The reading assessment evaluates students' skills in five areas:
- phonological awareness
- high frequency words
The math assessment evaluates students' skills in four areas:
- number and operations
- algebra and algebraic thinking
- measurement and data
Watch this video to learn why we use the Universal Screener and its positive impact in schools.
Taking the Universal Screener at Home
In fall 2020, students will take the universal screener at home instead of at school.
Watch a video to learn about taking the iReady assessment at home.
Watch a video for tips for successful iReady testing at home.
Read this checklist to learn how to support children with the iReady assessment at home.
Select a language below to view the checklist.
Technology Tips for Families
- The iReady assessment works best in the Chrome internet browser.
- Some assessment questions have audio support. The sound on your student’s computer should be turned up.
- If you experience technology trouble, please visit the Parent and Student IT Support Portal.
Access to Technology
The screener provides a first look at areas in which students may need extra support. Teachers may collect more information using diagnostic assessments. When used with the Universal Screener, these results help teachers plan targeted instruction or intervention in areas of need.


There is more than meets the eye when it comes to being a cooperating teacher. For example, did you know that they make an average of $24.97 an hour? That's $51,935 a year!
Between 2018 and 2028, the career is expected to grow 3% and produce 53,100 job opportunities across the U.S.
There are certain skills that many cooperating teachers have in order to accomplish their responsibilities. By taking a look through resumes, we were able to narrow down the most common skills for a person in this position. We discovered that a lot of resumes listed communication skills, patience and physical stamina.
When it comes to the most important skills required to be a cooperating teacher, we found that a lot of resumes listed 27.5% of cooperating teachers included classroom management, while 19.6% of resumes included lesson plans, and 5.2% of resumes included small groups. Hard skills like these are helpful to have when it comes to performing essential job responsibilities.
When it comes to searching for a job, many search for a key term or phrase. Instead, it might be more helpful to search by industry, as you might be missing jobs that you never thought about in industries that you didn't even think offered positions related to the cooperating teacher job title. But what industry to start with? Most cooperating teachers actually find jobs in the education and non profits industries.
If you're interested in becoming a cooperating teacher, one of the first things to consider is how much education you need. We've determined that 61.6% of cooperating teachers have a bachelor's degree. In terms of higher education levels, we found that 17.6% of cooperating teachers have master's degrees. Even though most cooperating teachers have a college degree, it's possible to become one with only a high school degree or GED.
Choosing the right major is always an important step when researching how to become a cooperating teacher. When we researched the most common majors for a cooperating teacher, we found that they most commonly earn bachelor's degree degrees or master's degree degrees. Other degrees that we often see on cooperating teacher resumes include associate degree degrees or high school diploma degrees.
You may find that experience in other jobs will help you become a cooperating teacher. In fact, many cooperating teacher jobs require experience in a role such as teacher. Meanwhile, many cooperating teachers also have previous career experience in roles such as student teacher or substitute teacher.
Tell us your goals and we'll match you with the right jobs to get there.
In addition to switching up your job search, it might prove helpful to look at a career path for your specific job. Now, what's a career path you ask? Well, it's practically a map that shows how you might advance from one job title to another. Our career paths are especially detailed with salary changes. So, for example, if you started out with the role of special education teacher you might progress to a role such as lead teacher eventually. Later on in your career, you could end up with the title center director.
Tell us your goals and we'll match you with the rights job to get there.
Use Zippia's Salary Calculator to see how your pay matches up.
Hispanic or Latino
Black or African American
Philadelphia, PA • Private
Cambridge, MA • Private
Evanston, IL • Private
Chapel Hill, NC • Private
New York, NY • Private
Boston, MA • Private
Seattle, WA • Private
New York, NY • Private
Providence, RI • Private
Buffalo, NY • Private
In the Music Education for Teachers specialization, you will explore ways of integrating popular music into your teaching. You'll begin by learning from two highly experienced teachers, Krystal Banfield, the Vice President of Educational Outreach for Berklee College of Music, and David Alexis a Berklee Professor and long-time instructor for the Berklee City Music Program. They will take you through their process of incorporating popular music, improvisation, arranging, and music technology into...
Learn how to successfully meet the diverse needs of students with learning disabilities in your classroom...
Improve your ability to teach diverse learners with real-world examples from elementary, middle, and high school classrooms...
The skills section on your resume can be almost as important as the experience section, so you want it to be an accurate portrayal of what you can do. Luckily, we've found all of the skills you'll need so even if you don't have these skills yet, you know what you need to work on. Out of all the resumes we looked through, 27.5% of cooperating teachers listed classroom management on their resume, but soft skills such as communication skills and patience are important as well.


“My daughter LOVES Square Panda! It's great that there are so many games to choose from, so she never gets bored.”
“Square Panda has been a blessing. It’s peaked my daughter’s interest in wanting to recognize letters and sounds as well as write!”
“My daughter asks to ‘do her letters’ every day. Square Panda is a great program with a lot of variety to cater to different levels of learners.”
Multisensory perception supports optimal learning.
Square Panda combines letters with sounds in a tactile environment, turning tablets into phonics learning stations that leverage sight, sound, AND touch.
Struggling learners benefit from multisensory cues.
Square Panda’s multisensory approach can advance low-performing children’s foundational skills while helping other learners progress through exploratory play.
High-poverty kids benefit the most.
Square Panda supports children at home and in school—developing early reading skills with an eye to long-term challenges such as high school success.
Second-language learners need additional reading support.
Square Panda serves as a foundational crosswalk between English and a child’s native language, as learners build their understanding of key phonics principles.
Early phonics instruction has the greatest impact.
Square Panda advances phonological awareness, rhyming, blending, segmentation, letter-sound associations, decoding, encoding, and more.
Square Panda partners with Dr. Bruce McCandliss, neuroscience researcher at Stanford University, and follows the guidelines of the National Reading and National Literacy Panels.
*Sources: Birsh, 1999; Blau et al., 2009; Blau et al., 2010; Bowey, 1995; Hecht et al., 2000; Montessori, 1967; Reid, 2013; National Literacy Panel, 2006; NICHD, 2000; Noble, Farah, McCandliss, 2006; Van Atteveldt et al., 2004.
“David has started to identify letters. I'm certain this would not be the case were he not using Square Panda.”
Square Panda apps and games require an adult to create an account to approve product use by a child. To fully-activate an account, Square Panda requires an adult to provide their name, email, and country of residence to help identify customer status and ensure content received is in the correct language. Square Panda apps and games keep track of children’s progress as they play. Square Panda also requires submission of the child’s first name and date of birth. This allows synchronization of gameplay to account so adults can view learning progress and games can be set to age-appropriate levels.
The Square Panda Playset requires a compatible tablet and connection via Bluetooth to access the Square Panda App. The apps are available for downloaded through the App Store or Google Play. Tablet not included. See FAQ for supported tablets.


Laya Super Troopers is Ireland’s first Health Homework programme and has grown to be the largest programme in Irish primary schools, with almost one million children across more than 1,600 primary schools taking part since the programme began in 2014. Its aim is to enhance the health and wellbeing of children and their families.
Early childhood is a key phase in the development of lifestyle habits that are associated with later personal, health and societal outcomes. Literature suggests that children can often struggle to meet evidence-based guidelines for healthy levels of physical activity and dietary intake. More recent concerns have also focused on the mental wellbeing of children which can impact on their later development and quality of life. School-based intervention programmes delivered in collaboration with families can help support children to reach their potential.
Laya Super Troopers was created to be an holistic healthy homework programme, designed to be easy for teachers to implement, for children to follow and for the whole family to get involved in. Designed by teachers and educational experts, the programme comprises of brief, fun activities spanning three key pillars – Physical Activity, Nutrition and Wellbeing – and it complements the primary school curriculum.
The initial programme was implemented through a series of year long ‘Health Homework’ inserts which were sent home in the pupil’s homework journal. This encouraged children and their families to complete the ‘health homework’ as they would any other piece of homework given.
In 2020, the programme evolved and now involves 2 key elements:
10 weeks of 1 a week family challenges to be completed at home. A wallchart including surprise ‘scratch and reveal’ panels will be sent home with each participant. Each week, children and their families are encouraged to reveal a new challenge and complete it at home together. They can also document their experience if they wish for sharing with us online.
Due to launch in September 2021, Laya Super Troopers TV is a series of weekly, 10 minute online ‘TV episodes’ which children can watch in class with their teacher and at home with their families. The content for Laya Super Troopers TV will include a series of features across the 3 programme pillars as well as content shared by children and their families taking part in the programme.
Enormous Potential to Create Positive Change
Since the Laya Super Troopers programme was created, we continue to believe that it has enormous potential to create positive change among young children in Ireland, so that every child and their family can benefit from the programme. Independent research has found that Super Troopers supports children’s health and wellbeing during a critical phase of their development, with 93% of parents confirming an increase in children’s daily activity levels, and 86% of teachers and 78% of parents who would recommend the programme.
If you are a teacher who wishes to register your school to participate in the Laya Super Troopers programme, please click here.


The Toronto District School Board has established five Global Competencies that are integral to student development. These competencies include: (1) Critical Thinking and Problem Solving, (2) Global Citizenship and Character, (3) Communication, (4) Collaboration and Leadership, (5) Creativity, Inquiry and Entrepreneurship. Each of these five competencies have essential foundational skills such as responsibility, ability to work independently, initiative, organization, collaboration, and self-regulation.
Each of the activities included in the Build Character Build Success program foster one or more of the Global Competencies. The Global Competencies are infused into the activities through facilitating practice of the essential foundational skills. Development of these skills will equip students to become successful contributors to our increasingly global society.
Below are the key components of the support program.
Scroll over each image and click to view or download the supporting materials.


Teaching musicianship to singers in a high school choral program: a portrait of three choral directors and their pedagogies
MetadataShow full item record
The purpose of this study was to examine the teaching of musicianship in a high school chorus, and explore the pedagogies of three high school choral directors. Using the praxial theory of music education (Elliott & Silverman, 2015) as a framework and a multiple-case study design with elements of portraiture, I developed case studies of three high school choral directors that included musicianship instruction as a regular part of their rehearsal activities. Research questions addressed: (a) the ways high school choral directors address and assess performing-and-listening in the rehearsal to build the musicianship of their singers through sight-singing, audiation, performance practice, and aesthetic elements; (b) the ways high school choral directors address conducting-and-listening in the rehearsal to build the musicianship of their singers; and (c) the ways high school choral directors foster musical creativity of their singers as part of a plan to build their musicianship. The primary means of data collection were interviews, rehearsal observations, and document review. I conducted observations using the rehearsal planning model advocated by Abrahams and John (2015) as a guidepost. Results indicate that the development of musicianship among high school choral students does not rest exclusively on instruction in areas such as sight-singing, music theory, performance practice, piano proficiency, and vocal technique, but rather through the values asserted by Elliott (1995) and Elliott and Silverman (2015), which serve as the foundation of music education: self-growth, self-knowledge, and the emotional experience of musicing and musical enjoyment. Implications for music education include incorporating constructivist strategies in instruction, moving toward student-centered rehearsals, and devoting meaningful time to listening and assessment in order to empower student musicianship.


Young Learner Math: Masterminds B
Math Masterminds B will follow along the same path as our Fall class. Please note that completion of Math Masterminds A is not required for Math Masterminds B.
The two classes can be taken independently. Each day in the real world we encounter situations that require quick calculations in our heads. We tip servers, calculate sale prices, convert measurements when baking, keep track of our favorite athlete’s statistics. With a strong sense of mental math, these calculations can be done quickly in your head. Research shows that students with a strong mental math foundation have better conceptual understanding, exhibit a better memory, and score higher on tests. While it is never too late to improve mental math scores, studies suggest that the prime time to develop a strong mental math foundation is between the ages of 5 to 10 years old.
This class will present a focused goal of developing our mental math muscles. While Part A focuses on mental calculations in addition, subtraction, multiplication, and division, Part B will develop a firm grasp on decimals and fractions. We will explore ways to quickly calculate decimals and fractions within the four basic operations of math. This is not a class on memorization of facts. Rather, students will understand the why behind the four operations in order to improve their mental math skills. We will interact with real-life situations to constantly improve our skill at mental calculations. This is a highly interactive class. Students should have a working microphone. Homework for this class will be daily 20 minute exercises.
Please note: this class is not a full curriculum. It is a wonderful supplement to increase mathematical, logic, and critical thinking and to make math easier in the long run.
Date & Time
*See the School Calendar on our FAQs
Speed Math for Kids by Bill Handley ISBN: 978-0-7879-8863-0
Teacher supplied materials
Susan Spraker believes that each person has unlimited capacity to learn in their own unique way. It is her passion to lead students toward their own learning style in order for each to grow, to find their calling, and to excel. Susan holds a Bachelor of Arts degree in Elementary Education with certification in K-8th grade. She has experience in various private and public elementary school environments. For the past eight years, her main role has been homeschool teacher for her children.


Web Content Display (Global)
Stage 1 (usually Year 11)
Most students choose Stage 1 SACE subjects in Year 11 and follow with Stage 2 subjects in Year 12.
You can choose from the Stage 1 subjects offered at your school, as well as vocational education and training (VET) courses and other options.
When you begin Stage 1, you may have already completed your Personal Learning Plan (PLP) in Year 10. Now, you’ll study some compulsory and some non-compulsory subjects that will earn you more of the credits towards your SACE.
There are two compulsory Stage 1 requirements that most students complete in Year 11:
- Achieving a 'C' grade or higher in at least two semesters of an English subject or subjects (giving you 20 credits in total)
- Achieving a 'C' grade or higher in at least one semester of a mathematics subject (10 credits).
The equivalent of satisfactory achievement in courses from institutions, authorities, or organisations that have a primary focus on the development of literacy or numeracy skills; and English or mathematics courses from other Australian states and overseas, will also meet the SACE literacy or numeracy requirement.
In addition to these compulsory requirements, you’ll add other, non-compulsory subjects to your study schedule.
Choosing your Stage 1 subjects
Most students study Stage 1 subjects in Year 11. When choosing your subjects it's important to think about your own interests and goals.
SACE subjects worth 10 credits are usually one-semester subjects, while 20-credit subjects usually involve a full year of study.
For most full-time students, a Stage 1 course load in Year 11 will earn them about half of their 200 credits.
These include the compulsory two semesters of an English subject or subjects, and one semester of a mathematics subject; or equivalent courses that you need to meet the literacy and numeracy requirements.
When choosing your subjects, you should think about what you learned in your PLP about planning your SACE to help you enter university or training or apply for the jobs you’re interested in.
It may help to ask yourself:
- What am I interested in?
- What am I good at?
- What sort of job, or types of work, will help me follow my interests?
- What subjects do I need to study to improve my options?
Stage 1 assessment
In Stage 1, all of your assessment tasks are marked by teachers at your school.
Some of the tasks will count towards your SACE certificate. Others won’t count for the certificate but are important in helping you learn, practise and prepare for future assessments.
Your Stage 1 work will be assessed using grades from A to E, according to performance standards for each subject.
The standards indicate the knowledge, skills and understanding you’re expected to achieve, and your grade shows how your assessed materials match those standards.
In Stage 1, the assessment tasks you submit for the compulsory subjects are marked by your teachers, then checked by external SACE moderators to ensure that marking is consistent across all schools.


The Kindergarten S.A.F.E. presentation is designed to target children ages 5 to 6 and is approximately 30 minutes in length. The program covers objectives such as recognizing firefighters as community helpers, reporting and understanding fire hazards, and understanding the importance of crawling to an exit under smoke conditions.
Children will learn to recognize household smoke alarms, report to an adult, practice crawling on hands and knees under simulated smoke conditions, understand the concept of “get out, stay out”, and see firefighters as people to go to not hide from.
Safety, Prevention, & Motor Skill Development Strands
This course covers safety and prevention strands 9.2 and 9.8, and motor skill development strand 2.1. Reference numbers are:


In this lesson, you will certainly discover the procedure of a clinical experiment.If you are a long time visitor of Coffee Cups as well as Crayons (high 5!) Discover just how to generate a straightforward lava lamp with the assistance of an awesome chemical action and additionally this remarkable science experiment for children.Currently include a drop of food coloring (which is thicker than oil) plus a carbonated tablet and also enjoy the air bubbles take tinting with them to the absolute best.
Surges and also Chemistry ExperimentsTwo components are all you require with this simple carbonated sherbet scientific research ex, periment that gives a sensory taste feeling as well as an excellent offer of fun.
Later the kinds will certainly be explained as well as, finally, an instance of a scientific experiment will be provided. The materials you may require make up squirt bottles (6 bottles for 6 colours ), corn starch, cooking soft drink, vinegar, food coloring or grated watercolors. Tasks for encouraging using science devices can influence kids to take dimensions as well as develop great electric motor sychronisation.A mix of baking soda and also water is painted on the face of watercolor paper and also allowed to completely dry. Be cautious of science for kids trend to accommodate preschool scientific research activities from lessons developed for older children. Make your very own rocks (or eggs) with this fizzy prize rocks experiment as seen on Living Life as well as Understanding.Tasks for urging making use of science devices can motivate kids to take measurements and also develop great motor coordination.
Science Projects For Kids At Home
Rainbow Paper from Scientific Research Kiddo-- Check out color concept when creating some seriously awesome art!Blow up a balloon without blowing it utilizing a cooking soda as well as vinegar balloon experiment as seen on Small Containers for Little Hands.If you are still searching for even more science delightful, you might enjoy the following basic science experiments. Create an Egg Bounce out of Science Sparks-- Youngsters recognize an egg fractures when it's gone down, however do they recognize just how to make an egg dip? I really attempt to locate science experiments which are straightforward as well as utilize products we have or can quickly get.See how much you can start a soft drink container with this cooking soft drink powered watercraft as seen on Scientific research Sparks. Method shades as you do a baking soda as well as vinegar with shade testing as seen on Hands On As We Expand. Must you toss a unopened container of cleansed water right into the freezer for a little bit much less than three hours, the jar will be chilled well below the temperature where regular water totally free, zes.
Ice Lotion in a Bag from I Can Instruct My Child-- The children are going to adore this scientific research experiment that ends up in a yummy treat.95. Children enjoy trying out, and also these 50 straightforward science experiments for youngsters at residence scienceshowforkids.com from Brigitte are perfect for all ages! Water molecules highly attract each various other, linking together to develop a tight link around each bubble of carbon dioxide gas in the soda. The experiment entails dropping several Mentos candies (normally 5-- right into a container of diet regimen soda pop resulting in an eruption taking place due to rapidly expanding carbon dioxide bubbles on the surface area of their Mentos.Show excited children the principle of exactly how clouds maintain water and the causing rainfall once they become also heavy with this amazing cloud jars scientific research experimentation. Kids like exploring, as well as these 50 simple science experiments for children at home from Brigitte are perfect for all ages! My little girls and I have had a great deal of enjoyable performing science experiments. Cover the pulp with an item of waxed paper and also utilize the moving pin to eject any kind of excess water.


What Is a Cyber Range?
A cyber range is a place, both virtual and physical, designed for cyberwarfare training. It can be used by companies to assess readiness for an attack, or as a practice field for students looking to get into the cybersecurity field.
While some, like X-Force Command, are private, some states are using public funds to install cyber ranges at public colleges that can then be used throughout the public school system.
“It’s this virtual environment where you can practice skills and you can simulate attacks in a safe environment, so you can figure out how to combat against it, prevent it,” says Rebekah Michael, executive director of the Ohio Cyber Range at the University of Cincinnati.
The advantage of having the range at a university, like the Virginia Cyber Range at Virginia Tech University, is that the school takes care of the hardware, software installation and management and configuration, with the virtual space living in the cloud. This allows more schools to have access to the hands-on experience than they otherwise would.
“We take that burden away from them,” says David Raymond, director of the Virginia Cyber Range and deputy director of Virginia Tech’s IT Security Lab.
How Students Use Cyber Ranges
Whether it’s through simulations, competitions or lab drills, cyber ranges give students a place to visualize what they’re reading about in the classroom, something that Raymond says is essential for cyber education.
“They’ve got to be able to put hands on keyboards and apply some of the techniques that they’re learning in class,” he says. At Virginia Tech, Raymond says, students learn how to identify and penetrate vulnerabilities, properly secure web applications and build and test firewalls using two machines at once.
Once foundational skills are gained, cyber ranges also offer immersive simulations. “We just had a women in technology capture the flag competition last spring,” says Michael, “so they get in and run these exercises in competitions.”
This exercise is a little different than the game you remember from elementary school gym class. In such competitions, students break into teams and work to hack into each other’s virtual machines. Not only do they have to focus on infiltrating systems but they also have to be ready to defend themselves against similar attacks.
X-Force Command, based in Cambridge, Mass., offers educational options for high school and university students alike. Executive Director Christopher Crummey says the site hosted a capture the flag competition that included Tufts University, Northeastern University, Boston College and the Massachusetts Institute of Technology — and the students who did the best didn’t play by the rules.
“They thought way outside the box,” Crummey says. “That’s how the bad guys think: They think outside the box.”


Neuroscientists have learned that brain neurons that fire together, wire together. When we teach using multiple senses simultaneously, neurons in the brain fire at the same time and wire together to create neural networks. These neural networks allow the brain to store and retrieve information much more efficiently.
When children are taught to read using all three pathways to the brain—visual, auditory, and kinesthetic—they are able to learn more effectively than when they are taught through only one pathway. The more senses we involve, the more learning occurs. So even if a child tends to prefer one modality, it is still important to teach through all three pathways.
When teaching to multiple senses it isn’t necessary to figure out whether the child has a particular learning preference because the best way to teach is to involve multiple pathways to the brain rather than target just one pathway.
Eyewords evidence-based multisensory reading program and resources are a tremendous benefit to young learners and struggling readers. Eyewords Multisensory Sight Words create context for abstract words by embedding meaningful pictures into words, providing related auditory cues and corresponding kinesthetic actions. These cuing systems, along with segmenting and blending words phonetically provide a differentiated and comprehensive approach to the learning of high frequency words. The visual, verbal and kinesthetic input help learners form a stronger memory trace, deepening their association between the word and its meaning and enabling them to sight read words more quickly than with phonics instruction alone.


Full Sun: American Women Artists Illuminate the Haggin Museum celebrates a re-examination of the Haggin Collection. For this exhibition, members of American Women Artists (AWA) were asked to create artwork that was inspired by a selection of 11 paintings from the Haggin Museum’s 19th – 20th-century art collection including works by William Merritt Chase, Albert Bierstadt, Rosa Bonheur, Pierre-Auguste Renoir, and other notable artists. AWA artists have taken their inspiration from the work of art, the artist’s greater body of work, or the theme of the painting. This juried exhibition will include nearly 100 pieces of artwork that ranges from paintings to sculptures.
Learn more about the 25 in 25 campaign in this AWA video.
This lecture will examine the complicated, contested, and sometimes contentious roles of women in the French and American art world of the late 19th and early 20th centuries.
Micol will discuss her discoveries, conclusions, and suggestions for what steps to take to help build an equitable and representative art world. While things are better than they used to be–they are far from good enough.
California artist E. Charlton Fortune (1885-1969) came of age during a time when women began to redefine their roles in society, pushing boundaries of what was expected of them and challenging the status quo.
A slide lecture and drawing demonstration offering a brief overview of the history of art education, how this 500-year-old lineage of knowledge was broken in the 20th century, and how a return to skill-based traditional training is leading to a resurgence of Realism in the 21st century.


Meningococcal disease is a rare, but very serious illness caused by a type of bacteria called Neisseria meningitidis. Even if treated quickly, meningococcal disease can cause long-term problems or be deadly. Getting vaccinated is the best way to prevent meningococcal disease.
Flu is a contagious disease that spreads around the United States every year, usually between October and May. Anyone can get the flu, but it is more dangerous for some people. Infants and young children, people 65 years of age and older, pregnant women, and people with certain health conditions or a weakened immune system are at greatest risk of flu complications.
Symptoms of COVID-19 may include: new cough, difficulty breathing, loss of taste or smell, fever (>100.4◦F), chills, congestion/runny nose, sore throat, headache, nausea/vomiting, diarrhea, muscle pain, fatigue
Our district uses a foundational skills curriculum grounded in reading science and aligned to Tennessee ELA standards as approved by the state Textbook and Instructional Materials Quality Commission. This curriculum uses foundational skills as the primary form of instruction and has a designated block of time (60 minutes daily) for foundational skills instruction in grades K-2. This instructional time includes activities that build phonological awareness, phonics practice, and fluency practice in addition to comprehension and vocabulary work (“word work”). During that instruction, teachers explicitly teach a sound, the students practice the sound aloud (learning how to produce pure sound), the teacher models writing the sound, the students refer to their individual code chart on which they write the sound, then students apply the skill in independent practice (small group or individual).
Anderson County High School Class of 2021 Photo Gallery (Photos Courtesy of ACTV)
Anderson County High School Class of 2021 Graduation Ceremony Video (Courtesy of ACTV)
Isolate for a minimum of 10 days after illness onset. Release from isolation when without fever for 24 hours (without fever-reducing medication) and show improvement in symptoms. Some severely ill patients will need to isolate for at least 20 days.
This folder contains documents specific to Anderson County School employees. You must be logged in with your @acs.ac email address to view these documents.
Anderson County Schools is now offering a secure website for students and corporations to request student records online. Per District policy and the Family Educational Rights and Privacy Act (FERPA) student records are only available to those who have authorization from the student or parent, guardian or responsible person if the student is less than 18 years of age. If the student is 18 years of age or older, school records will not be released to a parent, guardian, or responsible person without the student’s written consent.


Now more than ever, art can help lift our spirits and support our well-being. Stay connected with the Public Art Centre at home with our online activities, exhibitions and explore your local artists. Visit our Access to Art online art education page for great programs and activities.
Art education develops self-esteem, appreciation of the work of others, self-expression, cooperation with others, and critical thinking skills, skills vital to the success of our future leaders --- our children.
A well-developed program of making and studying art serves many functions. They help students better articulate their perceptions and shape coherent responses to their experiences. When children learn to appreciate form and colour...when they learn the importance of fashioning their own images of the world around them, they achieve greater discipline and self confidence.
Too often, the value of participation in the arts is underestimated. The arts enrich our lives and enrich our learning. And the arts are a valuable learning tool that reinforces the other disciplines, like reading, writing, social studies, even science and math.
The St. Thomas-Elgin Public Art Centre is a non-profit organization that encourages and facilitates the visual arts in St. Thomas and Elgin County. It is our goal to “enrich the human creative spirit through nurturing and supporting the visual arts”. We are dedicated to developing young artists. The “Inspire a Student” program is an inexpensive way to provide St. Thomas and Elgin County students with an experience that many of them would not be able to afford without the generous support of community businesses. With our new direction of delivery of art education and continuing to support our mission we will be developing instructional videos that will be available to all teachers and students FREE of charge. The content of the videos will focus on St. Thomas and Elgin County by discussing local artists, our permanent collection and our art and culture to develop the students understanding how we fit into our Canadian history.


The Project contributes to the goals of the World Bank’s Country Partnership Strategy (CPS) for Sri Lanka (2013-2016). The CPS focuses on three areas of engagement to support Sri Lanka’s development goals. The Project is aligned with the third area, namely, “improving living standards and social inclusion”.
The mandate to “invest early, invest smartly and invest for all” is at the heart of the Bank’s Education Sector Strategy 2020, “Learning for All: Investing in Peoples Knowledge and Skills to Promote Development”. The strategy emphasizes three points: (a) the foundational skills acquired early in childhood make possible a lifetime of learning; (b) getting value for the education dollar requires smart investments that have proven to contribute to learning; and (c) it is important to ensure that all students, not just the most privileged or gifted, have equitable access to learning opportunities.
The Project is also in line with the strategic development goals of the Government of Sri Lanka (GoSL). GoSL recognizes the importance of human capital formation, including the role of ECD, in realizing the country’s long-term development goals. The development objective of the Project is to enhance equitable access to and improve the quality of ECD services.


Neanderthals were making string and cords from fibres long before early humans cottoned on to the technique, according to a new archaeological discovery.
Researchers have found a 6.2 millimetre (0.24 inch) fibre fragment which they date to around 41,000–52,000 years ago – so quite a bit older than the previous record holder, a 19,000-year-old fragment found in Israel.
The discovery was made in a cave in France, which would've been a Neanderthal settlement at the time. It suggests the species were smarter and more adept at crafts than we often give them credit for.
"Understanding and use of twisted fibres implies the use of complex multi-component technology as well as a mathematical understanding of pairs, sets, and numbers," write the researchers in their published paper.
"Added to recent evidence of birch bark tar, art, and shell beads, the idea that Neanderthals were cognitively inferior to modern humans is becoming increasingly untenable."
After discovering the fragment, the researchers used spectroscopy and microscopy techniques to analyse it and determine where the fibres had originally come from – probably the inner bark of a non-flowering tree, such as a conifer, before it hardened.
The team suggests that we have a poor understanding of the Neanderthals because perishable materials like this are usually long gone by the time we get to them. Tools and bones can only tell us so much.
If these ancient hominids were indeed able to make string, they would have had to know about the growth and seasonality of the trees the fibres were taken from, and been able to apply some numeracy skills to twist and bundle the fibres up into yarn.
In other words, making fibres and string is more complicated than you might realise. The researchers think the fragment they've discovered might have been a handle for the flint tool it was attached to, or part of a net or a bag for holding tools.
And this goes way beyond a bit of string. Once you can make a cord like this, it's not a huge leap to making fabric, baskets, mats and even boats. Again, the inference is that Neanderthals and their societies were more sophisticated than we give them credit for.
Some experts have urged caution about the findings, suggesting that the fibre may have been left behind by early humans – but this is far from the first study to produce evidence that Neanderthals were smarter than previously thought, nor is it the first study to propose that they could construct crafts in this way.
"The cognitive abilities for making string and rope are very similar to those for making language," anthropologist Bruce Hardy, from Kenyon College, told George Dvorsky at Gizmodo. "This speaks to the cognitive abilities of Neanderthals."
The research has been published in Scientific Reports.


Drawing students from all over the world, this course focuses on the application of psychological research to musical experiences and professions, and attracts graduate musicians who work in the fields of music education, performance and therapy, or teaching. We provide you with training in the research methods used by psychologists, together with the conceptual framework within which these methods can help to inform and explore musical expertise and understanding.
The first year is dedicated to three broad areas of research: Musical Development, Psychology of Performance, and Researching Music in Everyday Life and Wellbeing. The second year offers training in Psychological Research Methods, which is followed by dissertation research on an individually chosen research project in which you use music psychological theory and methods to investigate a self-defined research question.
You will also benefit from research informed online materials, and from the department's extensive collection of electronic books and journals in music education. You will be assigned a personal tutor and dissertation supervisor who will support your learning throughout the course.


As with all aspects of development, most children will come to spelling and writing at different stages (more on pre-writing here). In countries where formal academic education begins later, children will likely have developed their hand-eye co-ordination and fine motor skills through self-selected play and craft activities such as LEGO, small world toys, play-doh, cutting and sticking, and use of chalks and crayons. In countries where the educational system expects pupils to have pencil skills adequate for writing by the age of 5, teachers can find themselves having to plan and run parallel production lines in clay work and letter recognition/formation (or making letters from clay, which may be more appropriate than writing, but still takes much of the fun and creativity out of a craft activity).
As previously discussed, in the past, it was often the case that delayed literacy development was given the ‘wait and see’ treatment, with pupils only receiving support after reaching secondary school. With increased focus on early, measurable literacy attainment over past decades, teachers and parents are only too aware when expected standards are not met. What is perhaps surprising, is the inconsistency in response to this across Britain, with some Local Authorities routinely screening all pupils for risk of learning difficulties at the end of Reception Year (e.g. Hampshire), and others only considering assessment for specific learning difficulties following transition to secondary school (e.g. Durham).
Early writing, approx ages 4- 6
Over the first years of writing, children typically develop a growing knowledge of letter-sound (grapheme-phoneme) correspondence, that is, they begin to use the letters they know to make representations in writing. For some, their first efforts will be around age 5, in Reception Year (UK school system), for others, this may begin as early as age 3, though this would be most likely in a nursery setting with significant phonics input, and there is no compelling evidence to suggest that such early compulsory exposure to formal literacy instruction is beneficial. Dr Angela Webb (National Handwriting Association) suggests that children are ready to start writing at the point when they are able to write/draw the diagonally crossed strokes required for the letter ‘x’, typically around age 5. At this stage, children may regularly omit letters or whole syllables from words, letters will not yet be evenly formed, but gradually, a bank of high frequency words begins to grow that can be written from memory.
Consolidation of phonetic/alphabetic stage up to approx age 7
As writing develops, more words are spelt correctly, and others are phonetically plausible. Letters are mostly lower case, with some reversals and the occasional use of capitals mid-sentence or mid-word. Words may not always be separated from one another, or there may be spaces within words. Letter formation is still developing.
Early signs of learning difficulties
Always bear in mind the following:
- Children are all individual and develop at different rates with different strengths and needs
- A single observation is only a snapshot: a detailed history is needed to sufficiently inform practice/intervention etc.
In addition to those mentioned before possible signs include:
- inconsistent memory of letters and sounds
- inconsistent memory of high frequency words
- difficulties with pencil control and remembering starting points, shape and orientation of letters
- difficulty/reluctance to record independently
The presence or absence of any of these indicators should not be taken as confirmation either way.
A few ideas for classroom/home support
- Don’t stop the creative ‘early years’ activities – multisensory input can be vital, and can be developed to suit any age/stage of development.
- Make sure that there are clear routines and explicit, stepped and/or illustrated instructions for all tasks, especially new or more complex activities.
- Provide opportunities for a variety of recording methods, including voice recording and other uses of technology or more simply dictation to a peer or adult ‘secretary’
- Minimise unnecessary copying by e.g. providing handouts, using a date stamp, sticking titles etc. into books
And, most importantly:
- Value all contributions
Many so-called ‘intervention’ techniques can be employed in the everyday mainstream classroom and will support all learners, including those whose difficulties in that lesson may be due to any number of reasons such as their mood or health on the day in question, or schooling missed due to e.g. long term illness, or English as an additional language. Always be familiar with available pupil information so that the most appropriate help can be given, but there is no need to wait for a diagnosis, in fact, it would be wrong to wait before employing simple strategies that can promote independence in pupils for whom the tasks come easily, and give teaching staff more time to support those who need it.
This article is based on lectures presented online and to undergraduate students.


Hello and welcome. I'm Dr. Shirley Porter-Murdock, Ed.D (Dr. PM to my students and colleagues).
I appreciate the time you are taking to peruse this Character Education Curricula. I feel it was received from the same higher-than-self source from which I believe Emerson received his inspiration for the phrase that I borrowed from him for it's name: "Character is Higher Than Intellect."
Enjoy your stay, and if you have any comments or questions, I'd love to hear from you at email@example.com.
ALL RIGHTS RESERVED TO Marshall Astor , The gallery images are by www.MarshallAstor.com
Teaching Values that Stick
Character is higher than intellect and requires regular and consistent teaching of those principles that build strong value structures in our young.
Utah AIMS Textbook Commission
The lessons are well-written and easily completed within a 40-minute class period. It includes helpful information on advance preparations and materials needed. It is written sequentially with introductions, learning activities, extended activities, group activities, role plays and closing activities. Parent letters explaining the content for each unit and family activities are included. The program builds year upon year for grades K-6, plus a teen level. Each level is very age-appropriate and builds upon the previous year's content."
Character is Higher Than Intellect
"Dr. Porter-Murdock is one of our premier elementary teachers. Her skill in curriculum creation is truly appreciated by the State Office of Education."
Larry L. Yates Dir. Elementary Education Weber District, Utah


Why Natural Foundations in Music?
It doesn’t take long to discover—maybe skimming a few parenting magazines. Research has proven that exposure to music at a young age is advantageous for children. Evidence has shown that music can enhance skills that children inevitably use in other areas of study. Music helps children, often simultaneously, draw from multiple skill sets. In a typical early childhood music class, a child may engage by listening, watching, analyzing, moving, and singing—all while using both fine and gross motor skills.
It is no wonder that a study by E. Glenn Schellenberg at the University of Toronto at Mississauga, as published in a 2004 issue of Psychological Science, showed that children who participated in just nine months of music lessons demonstrated, on average, an IQ increase of 3 points higher than the other test groups. And a study published in 2007 by a University of Kansas professor of music education and music therapy, Christopher Johnson, concluded that students who attended elementary schools with superior music education programs scored 20 percent higher in math and 22 percent higher in English on standardized tests than schools with low-quality or non-existent music programs.
We developed Natural Foundations in Music around the way we introduced our own children to music—surrounding them with music in such a natural way that it almost became a second language. Because of this, they could transition to playing an instrument with ease. Although our children have experienced the academic benefits of music, this was not our primary motivation. Rather, we wanted to help unlock the creativity deep inside of them while encouraging a profound love of music—producing sensitivity, discipline, and endurance to develop excellence not only in musicianship, but in all God has called them to do.
Our prayer is that Natural Foundations in Music will surround families with music in such a natural way that it becomes part of who they are while unlocking their true identity as creative children of the first Creator—equipping them to offer those gifts back to Him in gratitude for His unending Grace.
Soli Deo Gloria!


Design Your Own Book Cover Worksheet
Download 140,000+ pages of incredible time-saving teaching resources.
Share ideas, request resources, ask questions, and connect with other teachers.
Customize and create your own teaching resources and display materials.
Teach with comprehensive, curriculum aligned units and lessons.
Browse and download resources, units and lessons by curriculum code or learning area.
Use simple apps that help you do all kinds of useful things.
One teacher. Three plan options. 12 months access for one low fee.
Ten or more teachers. 12 months access for one discounted fee.
A worksheet that encourages students to create a book cover including a blurb on the back.
A set of reading awards for participating in Read Across America.
A set of task cards to be paired with the International Women's Day comic 'Gender Ground Rules'.
A set of 6 reading stamina posters that highlight strategies students can use to read for longer periods of time.
A set of five literacy rotation task cards to be used in conjunction with the first edition of Teach Starter's Grade 5 magazine.
A beautifully designed, 24-page reading magazine specifically designed for Grade 5 students.
A graphic organizer for students to use when categorizing sensory details.
A set of QR code question cubes to use when working with reading comprehension strategies.
A worksheet to use when asking questions before, during and after reading.
5 different versions of dice to use when asking questions before, during and after reading.
This English unit addresses the common elements of poetry and explores how these may be applied to shape poems, limericks, odes and simple ballads.
A flipbook template to use when writing biographies.
A set of 7 acrostic poem templates.
A comprehension task to use when learning about Amelia Boynton.
A set of 14 literature study task cards for upper elementary students to use when analyzing children's literature.
A set of 15 finger puppets that can be used to spark the imagination for creative writing or to perform puppet shows.
A poster providing a definition and example of a simile poem.
A poster to use with young students when teaching similes.
A poster providing a definition and example of an onomatopoeia poem.
A poster providing a definition and example of a rhyming poem.
A poster providing a definition and examples of onomatopoeia.
A worksheet that encourages students to create a new book cover for a shared class or independent novel.
A set of comprehension task cards to help students compare and contrast when reading.
Choosing your country and state helps us to provide you with the most relevant teaching resources for your students.


Research suggests that developing deep understanding of text requires sustained emphasis on reading comprehension instruction and scaffolded strategy practices. However, although research has shown explicit teaching of reading comprehension strategies to be effective, we know little about whether strategy instruction and use are part of “daily life” in classrooms (Pearson, & Cervetti, 2017). The present study analyses 60 video recorded English as a second language (L2) lessons in seven lower secondary schools in Norway, across two school years (9th and 10th grade) based on The Protocol for Language Arts Teaching Observation. The article investigates the types of text-based reading comprehension instruction and strategy use that goes on in these classrooms. Key findings show that teachers engage their students in reading comprehension instruction of narrative and expository texts more than half the time, offering guided strategy practice based on student needs, and encouraging daily use of known reading comprehension strategies, instead of explicitly teaching new ones. These are powerful examples of successful reading comprehension instruction, and show that when English teachers prioritise reading comprehension instruction, they use authentic L2 texts to develop and scaffold critical literacy and metadiscursive awareness.
This item's license is: Attribution 4.0 International


These CDs can be used on PC or Mac platform.
Permission is granted for use of the CD by one individual program director, trainer, or college educator presenting the material in an in-person setting.
For use online or by multiple individuals in one organization (including large early childhood organizations, colleges, and other training institutions), please email requests to bookstore@ChildCareExchange.com.
This Learning Moments CD (for use on a computer) presents real-life video files that are the perfect compliment to workshops, lectures, and online courses on art as literacy. You will observe how children use drawing, painting, singing, and movement to express their understanding of the world and to decipher the drawings and movements of others. You will also see the process children use to make their symbols more "readable" by others.
"Children dance and change their movements as the music changes."
When children draw, paint, pretend, sing, sculpt, mime, and dance they are in effect creating symbols that express their understanding of the physical and social world. Therefore we can treat their work as an early form of literacy. Through a study of their art expressions we learn how child communicate their understanding of the world to others and to oneself.
This CD contains eleven high-resolution video clips (average run time: 4 minutes) with supporting text that answers such questions as: what to say or not say when a child is drawing, how to judge the skill level of a child dancing, what is interesting about a child's scribble, how to co-play with children as they create pretend narratives, what number concepts are hidden in a birthday song, and why give young children water for their brushes instead of paint. Study these clips, add them to your own presentations or online courses so that others can "See what children know™" Share them with parents so they can appreciate the literacy development that occurs during art activities.
Table of Contents:
- Children Drawing
Why does the artist first make an outline of the hair in order to fill it in, but then deliberately make strokes outside the outline?
- Planning for Pets
How might you encourage children to reflect upon their choice of symbols? What symbols might the children invent or refine if you encouraged them to relate their knowledge about the specific needs and attributes of a particular pet to the design of their pet house?
- Face Painting
List the five attributes of the eyeteeth that Diego represents in gestures and words and describe how he does so. How would you support the idea that he can say more with his fingers than with his words?
- From Snowman to Snow Lady
What if the teacher had asked, "How can I know by looking that your figure is a snow lady?" What additional symbols might the children add to their clay figures if you encouraged them to move to a narrative mode by acting out a story?
- Decorating a Clay Butterfly
What might George anticipate regarding Emily's response to the painted versus the unpainted clay figure? Speculate about why he thinks color makes the butterfly look nicer.
- Twos Paint with Water — Mark versus Medium
Note what actions you observe each child carrying out with the materials and speculate about what he/she is exploring. How do you think the children read the teacher's actions when she makes marks on her own paper?
- Zenia Painting
What would you do to extend Zenia's emerging understanding about how the resulting shape of a mark is produced by particular actions?
What if the teacher used sharp teeth to represent something that was not scary, such as a pet? Might the children be encouraged to reflect on and refine the effectiveness of their vampire representation?
- Big Baby — Adult's Role in Pretend Play
In what other ways does the girl elaborate her symbols for "mom" and "baby"? What might her play indicate about her assumptions surrounding the real-world relationship between a mom and a baby?
- Birthday Song
Think about ways to help young children better understand how the same set of symbols can be used to signify different classes of information.
- She Changes Her Movements to Fit the Music
What other strategies does the child use to frame her movement as representative of dance and not merely physical action? Describe the movements she invents in response to the music.
The Learning Moments Series is produced by Videatives, Inc.


In the article Why study music?, music education professor Donald Hodges explains 10 understandings/experiences unique to music. He writes:
1. Feelings – central to any discussion of music as a knowledge system must be the idea of feelings. From one end of the continuum dealing with vague, unspecified moods to the other end dealing with crystallized emotions such as grief or joy, music is intrinsically connected with feelings.
2. Aesthetic experiences – all human beings have a need forbeauty and to activate their innate responsiveness to the organized expressive sounds that we call music.
3. The ineffable – precisely because music is a nonverbal form of expression, it is a powerful means to express or to know that which is difficult or impossible to put into words. Two of the most common human experiences that are frequently known through music are love and spiritual awareness.
4. Thoughts – musical thought is just as viable as linguistic, mathematical, or visual thought. It can be a potent means of expressing ideas and of knowing truth.
5. Structure – closely allied to the idea of thinking is structure. The human mind seeks patterns, structure, order, and logic. Music provides a unique way of structuring sounds across time, as well as providing a means of structuring thoughts, feelings, and human experiences.
6. Time and space – time and space are the ‘stuff’ of the universe. All human knowledge systems provide ways of dealing with time and space. As indicated in ‘Structure’ above, music is a means of organizing sounds across time. Although music occurs in ‘real’ time, it deals more with ‘felt’ time. Music, especially in connection with dance (bodily-kinesthetic knowledge system), is a primary means of experiencing space in time.
7. Self knowledge – music’s role in intrinsic, and especially peak (transcendent, life-changing), learning experiences provides for powerful insights into our private, inner worlds.
8. Self identity- many gain their sense of self through a variety of musical activities and experiences.
9. Group identity- group identity through music is both inclusive and exclusive in that (a) music helps cement the bonding of those members of a group who share common ideas, beliefs, and behaviors, and (b) music helps isolate and separate one group from another.
10. Healing and wholeness- from more specific applications of music in therapy and medicine to more general interactions, music has profound effects on human beings. Music provides a vehicle for the integration of body, mind, and spirit.
1. The arts teach children to make good judgments about qualitative relationships.
2. The arts teach children that problems can have more than one solution and that questions can have more than one answer.
3. The arts celebrate multiple perspectives.
4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity.
5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know.
6. The arts teach students that small differences can have large effects.
7. The arts teach students to think through and within a material.
8. The arts help children learn to say what cannot be said.
9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
10. The arts’ position in the school curriculum symbolizes to the young what adults believe is important.
SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications.
1) Tangible product: Imagination and Agency
2) Focus on emotion: Expression and Empathy
3) Ambiguity: Interpretation and Respect
4) Process orientation: Inquiry and Reflection
5) Connection: Engagement and Responsibility


FDR Presidential Library & Museum
Before the FDR Library, presidential papers remained the property of the President leaving the White House. Sometimes those papers were preserved in historical societies and museums, but others were lost. FDR recognized the importance of preserving those important historical papers, so he decided to open his own presidential library.
His became the very first presidential library owned and operated by the federal government. Every president after him, plus Herbert Hoover, have presidential libraries run by the National Archives. In 1978 it became a federal law for Presidents to donate their papers to the public trust.
Roosevelt chose the site of his boyhood home in Hyde Park, NY as the place to build his presidential library. He designed the building himself, and even requested that he be buried there in his mother’s rose garden.
Originally, FDR envisioned his museum as a place to both tell his life story and display his vast collections, ranging from model ships to coins. He even had an office on the site that he used during his administration, which has been preserved in the museum building, just as he left it.
Today the museum has permanent galleries focusing on FDR’s privileged childhood, his presidency, and his wife Eleanor’s legacy. I was in town to review the museum’s new temporary exhibition “Freedom From Fear: FDR Commander in Chief” for The Public Historian, the journal of the National Council on Public History. A full review of that exhibit will appear in the next issue, which will focus exclusively on presidential libraries.
The permanent exhibits are rather dated, but the staff is planning a major renovation and overhaul of the gallery spaces. The museum recently built a state-of-the-art education center, which freed up a great deal of space in the original building, allowing them to greatly expand and modernize the exhibits.
Two of the museum’s most prized possessions are the desk FDR actually used in the Oval Office at the White House, and his 1936 Ford Phaeton, which was retooled with hand controls so the President could drive it himself (his legs had been paralyzed from polio years earlier).
The complex is jointly run by the National Archives, who controls the Library & Museum, and the National Park Service, who runs FDR’s home. On a tour of the home, our docent shared a personal story of growing up in London during “the blitz” in World War II, when Nazi Germany repeatedly bombed Great Britain. She remembers her father tuning in the radio and telling her to “listen to the American President.” She is now a naturalized American citizen, and giving tours of FDR’s home is her way of “giving back” to a man who helped save her native land from destruction.
The home is beautiful, and became even more spectacular when the docent shared with us some of its famous houseguests. We saw the rooms where Winston Churchill and Queen Elizabeth stayed when visiting Hyde Park. We also saw the room in which FDR was born.
The museum’s education program conjures up FDR’s best friend Falla, a black Scottish terrier who was frequently seen with the President. An educator dresses up as the famous “Scottie” to do a program for 2nd graders at the site. The dog meant so much to FDR that when he died, Eleanor Roosevelt had him buried near her husband in the rose garden. She would later join them.
When planning a visit to the FDR Presidential Library & Museum, you simply MUST visit another local attraction – the Culinary Institute of America! It is literally just down the street from the museum and offers five different restaurants to choose from. Four of them require reservations, but the Apple Pie Bakery Café is for walk-ins. It is completely run by the sophomore class.
The food was beyond compare! I had a warm brie and pear sandwich, and my husband had a chicken Caesar wrap. The dessert case is strategically placed right where you place your order, and who could resist that? I ordered a chocolate peanut butter torte, and my husband had the carrot cake. Giant windows into the kitchen allows you to watch the students at work. It was very reasonably priced and well worth your time!
You Should Also Read:
So You Want to Be a Curator
What is a Curator?
Editor's Picks Articles
Top Ten Articles
Content copyright © 2019 by Kim Kenney. All rights reserved.
This content was written by Kim Kenney. If you wish to use this content in any manner, you need written permission. Contact Kim Kenney for details.