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$Math Competency Ticket to Test [pdf] - St. John Fisher College$

Former Superintendent at Honeoye Falls-Lima School District in Upstate New York for 14 years. Presently Associate Professor and Co-Chair of Graduate Educational Leadership Department, St. John Fisher College, Rochester, NY Website: http://soe.sjfc.edu E-mail: dreed@sjfc.edu 2
Agenda 8:00 8:45 – 8:30 – 9:30 Introductions Introductions and and Overview Pre-activity of Day’s Agenda 9:30 – 10:15 Overview of Resilience and 8:30 – 9:00 Pre-Activity Results of Roanoke Survey 9:00 – 9:30 Overview of Resilience 10:15 – 10:30 Break 9:30 – 10:00 Results of Waterloo Administrative Survey 10:30 – 11:00 Reflection on the Journey 10:00 – 10:15 BreakStepping Stones 10:15 11:00 – 10:45 – 11:30 Reflection Core Values on the Journey 11:30 – 1:00 Stepping Lunch Stones with Activities 10:45 1:00 – 11:15 – 1:30 Core Values The Resilience Cycle 11:15 – Noon Alignment Leadership Resilience Profile Noon 1:30 – 1:00 – 2:15 LunchDeveloping Professional Growth 1:00 – 1:45 The Resilience Opportunities Cycle to and Strengthen Your Leadership Leaders Resilience Resilience Profile 1:45 2:15 – 2:15 – 3:00 Developing DeWitt Professional Jones DVD, “Extraordinary Growth Opportunities Vision” to Strengthen Leader Resilience 2:15 – 2:45 Efficacy 2:45 – 3:15 Work/Life Balance 3:15 – 4:00 DeWitt Jones DVD, “Celebrate What’s Right With The World” 3
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Arndt, Katrina Publications Arndt,
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engagement with the print texts, st
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Wood (1989) asserts that films ofte
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Set in Cincinnati, The Mighty is th
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It is clear that Kevin's genetic di
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their friendships with Max and Joe,
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offices in Chicago in 2007, or use
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Fine, Michelle. 1997. "Witnessing w
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“I’m So Excited About This!”
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with their nondisabled peers in an
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References About Hilton Schools. (n
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adequate services to this populatio
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I’m trying to accept it. I have u
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Table 1. Recommendations for Servic
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Nelson, B. (2005). Creating positiv
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Broikou, Kathy Presentations Decemb
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There are no samples of scholarly a
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Planting the seeds of partnership:
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Duets and Dialogue: Voices on Inclu
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Dedication For all the children, yo
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Acknowledgements The Editors would
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Introduction Duets and Dialogue: Th
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Duets and Dialogue: Voices on Inclu
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A Principal’s Lessons Learned: Im
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Collaborative relationships between
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and it was fine and they were accep
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“I’m So Excited About This!”
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with their nondisabled peers in an
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References About Hilton Schools. (n
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Are We There Yet? Making Inclusive
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Know the number of students receivi
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Multi-faceted Collaboration The thi
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Roles and Responsibilities When emb
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Are We There Yet? Making Inclusive
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A Commitment to Change: One Distric
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volunteerism on the part of the co-
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contained classrooms to receive add
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Reading 5: Looking Backward, Lookin
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One School and One Principal’s St
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CT and ICT class enrollments two st
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It is essential that the building a
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Looking Backward, Looking Forward:
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Listening First: Designing and Impl
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Restructuring For Inclusion The vis
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eformatted from honors classes to a
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Pedroza, A., Mullen, G., & Whiley,
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Reading 7: An Administrator’s Vie
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We might have seen the trouble comi
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they could not and became lessons t
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special needs as was Charlie’s fi
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understanding. Perhaps one can sum
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An Administrator’s View of Inclus
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Billy’s Story: The Power of Colla
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information, and helping to set up
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meeting time can be established so
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through his daily Home/School Commu
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Billy’s Story: The Power of Colla
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Creating and Sustaining Partnership
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effort to support children who stru
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This long term commitment also assi
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and how we are grounded in research
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Reading 10: Exploring Disability in
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oader conversation about diversity
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Expectations for student learning w
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misfortune and less worthy lives (f
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perception of disability, disabilit
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REFERENCES Adler, M. and Rougle, E.
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Exploring Disability in Young Adult
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Julie Buick, The Advocacy Center Gi
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Currier, Ed Presentations “Proble
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Dingus-Eason, Jeannine Presentation
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Your Child is Supposed to Behave Li
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Desperately seeking equlibrium Eff
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QuickTime and a decompressor are ne
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QuickTime and a decompressor are ne
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Assimilation Latitude of acceptance
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Patterns in development Birth- 2 y
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7-11 years (Concrete Operations) B
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Questions for yourself What need i
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Epistemology and diversity and soci
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ontolologies, or the nature of trut
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Ladson-Billings (1995), Gordon (199
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Denzin (year) cautions against acti
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evealing this process, we can then
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knowledge because it has become nor
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through connected ways of knowing a
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ehaviors can be attributed to our d
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To explore the possibility that we
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this chapter, repeating questions w
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cultural and to teach that any “n
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community resources and agencies th
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predicts states of understanding an
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and necessary concept to explore. A
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Gladstone-Brown, Wendy Presentation
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Marie Cianca, Ed. D. Michael Wischn
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The Importance of Parent- Teacher C
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Parent-Teacher Collaboration in Pre
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Origins of St. John Fisher Collabor
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How we made It happen… Focus grou
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COURSE ELEMENTS Teams and Teamwork
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Co-Teaching by Example: An Investig
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Co-Teaching by Example Main Themes
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Teacher Candidate Comments ( Before
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Teacher Candidates Initiate a Face-
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Teacher Candidate Teams identify a
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Teams Co-Present to Families(contin
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Teacher Candidate Comments ( After)
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“We learned understanding and emp
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Questions, Comments, Ideas… Micha
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Reading 4: A Commitment to Change:
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eaking the social barriers between
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For this restructuring to occur, Dr
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Scruggs, R.E., Mastropieri, M.A., &
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Kelly, Daniel Publications Cianca,
Page 296 and 297: Preservice Teachers' Perceptions of
Page 298 and 299: Llewellyn, Doug Publications Llewel
Page 300 and 301: FIGURE 1 Explanations What is the s
Page 302 and 303: as students struggle with the task
Page 304 and 305: an introductory soil lesson, I aske
Page 306 and 307: Maples, Joellen Publications Groenk
Page 308 and 309: Reproduced with permission of the c
Page 314 and 315: Paterson, Wendy Publications Paters
Page 316 and 317: The First Friday Faculty Lecture Se
Page 318 and 319: Rapp, Whitney Publications Rapp, W.
Page 320 and 321: Avoiding Math Taboos: Effective Mat
Page 322 and 323: Auditory Sequential Learners • Ar
Page 324 and 325: 6 2002). This takes additional proc
Page 326 and 327: He thrived and added words like pen
Page 328 and 329: Offer opportunities to do math on t
Page 330 and 331: References Building big: Shapes lab
Page 332: Reed, D. (2010, September). Resilie
Page 337 and 338: Provide a framework for thinking ab
Page 339 and 340: Write 3 things that you think you k
Page 341: Book provides leaders with concrete
Page 345 and 346: Reflects a pattern of how individua
Page 347 and 348: Resilience is a long-term, not a sh
Page 349 and 350: Waterloo Community Adminstrators Su
Page 351 and 352: Having top-notch educational progra
Page 353 and 354: Core Values 21
Page 355 and 356: Alignment Taught Say Written Tested
Page 357 and 358: Lunch 25
Page 359 and 360: The major goals of this project wer
Page 361 and 362: You took the Survey and Got Your In
Page 363: Thinking Skills Understanding reali
Page 367 and 368: Reflective Questions for Resilience
Page 373 and 374: Resilient Leaders: Try to offset a
Page 375 and 376: Think about this past year when the
Page 377 and 378: 5. How can you reduce your defensiv
Page 379 and 380: How do you maintain a work / life b
Page 381 and 382: Standards For Healthy Living 49
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Video “What’s Right With The Wo
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“Become a Resilient Front Runner
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Definition of Resilience Reflects a
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Definition of a Resilient Leader A
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Assumptions About Leadership Resili
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Leader Resilience Profile The major
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Leadership Resilience Profile Resul
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Book Title: Resilient Leadership fo
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Strength: Personal Efficacy Chapter
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Reflective Table Discussion Activit
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How Leaders Sustain and Strengthen
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Questions / Answers
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Warren Bennis American Psychologist
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A resilient leader demonstrates the
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The term “resilient leader” is
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The major goals of this project wer
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You took the Survey and Got Your In
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Instructions: For each of the seven
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Strengths Analysis 14
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PASA & Westmoreland IU 7 Superinten
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Moving forward to meet challenges o
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Authors Dr. Diane Reed Dr. Jerry Pa
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Thinking Skills Understanding reali
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How Can I: Extend my leadership ab
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How Can I: Protect the necessary t
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How Can I: Stay focused on what ma
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Chapter Six Resilience: Courage, Pe
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September 4 3 words that all essent
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September 4 5 ministers of educatio
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September 4 7 she and her husband a
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September 4 9 and minorities need a
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September 4 11 superintendents poss
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September 4 13 Panpim Cheaupalakit
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September 4 15 her male classmates.
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September 4 17 she was promoted to
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idging the gender gap.” In closin
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September 4 21 have fought for the
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tenaciously pursued the right to be
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September 4 25 The first coup in Gh
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September 4 27 educational trips fo
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September 4 29 underrepresentation
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asking me to come home. (J. W. T.,
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essence, or resilience” (317). Se
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September 4 35 are born with or can
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References September 4 37 Baldwin,
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[0011- 3921(200305/07)51:3/4;329-34
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GUEST EDITORIAL On Self-Revelation
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BERNARD RICCA recognize the persona
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Rostetter, Dave Presentations Kelly
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Schlosser, Linda Presentations Schl
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Schultz, Susan Publications Schultz
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Placement or college level classes.
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Page 501 and 502:
Collaborative relationships between
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and it was fine and they were accep
Page 505 and 506:
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Wood, Jim Publications Epistemology
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Implications: Fundamental Education
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I. Introduction: Honduras 4
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II. World Educational Models Human
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II. World Educational Models Religi
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II. World Educational Models Millen
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III. Education in Honduras “ . .
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III. Education in Honduras Reasons
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Implications: Fundamental Education
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IV. Evolution of Research Leading u
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IV. Evolution of Research Study Ove
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IV. Evolution of Research 45% 40% 3
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IV. Evolution of Research Education
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V. Methodology: Phase 1 Understandi
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V. Methodology: Phase 2 Educational
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V. Findings: Resilience Study PROTE
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VI. Implications and Recommendation
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Educational Risk and Resilience in
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References: Educational Resilience
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References: Educational Resilience
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Appendix 40
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100 90 80 70 60 50 40 30 20 10 0 Ap
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Hutchinson, E. (Ed.). (2010). Dimen
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what supports resilience? KEY IDEAS
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James are proud of Anthony’s wiry
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shy and withdrawn. Deborah remember
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Mexican specialty food staples to t
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must balance their economic product
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Despite the geographical distances
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States, health issues such as asthm
Page 587 and 588:
Non- Hispanic White Girls Boys Non-
Page 589 and 590:
population as a whole. A recent exa
Page 591 and 592:
environments. For example, children
Page 593 and 594:
possibly, learning styles. This int
Page 595 and 596:
some areas, however, these developm
Page 597 and 598:
apidly in the cognitive and moral d
Page 599 and 600:
or multiple aspects of identity but
Page 601 and 602:
system can provide support by being
Page 603 and 604:
• Ability to mentally organize an
Page 605 and 606:
Social Development Perhaps the most
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identity between feelings of power
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Swearer, 2003; Plaford, 2006). In r
Page 611 and 612:
children’s dominance hierarchies
Page 613 and 614:
perspectives. In turn, their capaci
Page 615 and 616:
2003; Serbin, Powlishta, & Gulko, 1
Page 617 and 618:
throughout childhood. In general, d
Page 619 and 620:
spiritual development (Fowler & Del
Page 621 and 622:
Although educational participation
Page 623 and 624:
childhood. Formal Schooling and Cog
Page 625 and 626:
students. Meanwhile, Anthony simult
Page 627 and 628:
Health & Human Services, 2000). It
Page 629 and 630:
in some way by school personnel (Co
Page 631 and 632:
curricula challenging enough to fac
Page 633 and 634:
(Kozol, 2005; Oakes, 1985; Oakes &
Page 635 and 636:
Child Left Behind Education Act of
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Bureau data, in 2002, 69% of childr
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increased again during the early ye
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Over 6 years 37% 18,153,810 Over 6
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children? Witnessing violence deepl
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published a helpful overview of chi
Page 647 and 648:
possessing a range of physical and
Page 649 and 650:
• Often has difficulty sustaining
Page 651 and 652:
(c) a lack of spontaneous seeking t
Page 653 and 654:
independence (Goldstein, Kaczmarek,
Page 655 and 656:
Children’s adjustment to special
Page 657 and 658:
Family Disruption Throughout histor
Page 659 and 660:
permanent plan (Downs, Moore, McFad
Page 661 and 662:
eview of the literature and directi
Page 663 and 664:
Littky, D. and Grabelle, S. (2004)
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human activity,” which is in-and-
Page 667 and 668:
supremacy. The guiding principles a
Page 669 and 670:
the need for teacher candidates to
Page 671 and 672:
Is there any way for those of us wh
Page 673 and 674:
1. Grounding each candidate in thei
Page 675 and 676:
to examine their own perceptions, b
Page 677 and 678:
Master of Science candidates are no
Page 679 and 680:
our candidates do not already have
Page 681 and 682:
Popkewitz & L. Fendler (Eds.) Criti
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