Developmental Guidance Plan

A learner may have varying work patterns and therefore find it difficult to attend the assessments at the same time as other candidates due to their work commitments. It is important in these circumstances that the assessor has flexibility in their assessment arrangements and makes the assessment available at varying times and dates. It is important to ensure that the activities are planned and scheduled in advance to ensure that the candidate has advance notice of planned assessment dates and can make arrangements at work to attend or an alternative date could be made available. Assignments could be emailed to candidates instead to allow them to access them outside of normal working hours.

C. To plan the assessment of occupational competence to address learner needs and current achievements.

Once I have identified the student’s motivation I would develop an individual plan that would remove each of these barriers and enable the student to move to the next level.

The following is the outline of the Plan that the student is advised to follow as closely as possible. Each topic will address one or few specific competencies or learning outcomes. Each competency will be graded and assessed using the attached rubric.

A network of students , who are in Michael’s classes, will also be created to take note of assignments and give this information to the tutors. Isabella Serrano is in most classes with Michael except math and first language. She is an

Marcy explained that based on the student needs, she will customize a success plan for the student, and she will assign different appointments such as the following:

Keeping in mind the end goal to create my Campus Improvement Planning Team, I would abide by Sec.11.215 which says that campus-level planning and decision-making committees should include a professional staff of the district, parents of students enrolled in the district, business representatives, and community members.

C. Explain how you plan to use the requested faculty development support to improve student

I am confident in adapting my lesson plans according to the needs and interests of the class and effectively using assessment for learning processes to inform this. For instance, I always ensure my marking enhances the children’s learning by writing down the initials of pupils who have exceeded expectations, or those requiring further support with a topic. Based on this, prior to the next lesson, I alter planning for future lessons and plan for small group interventions to tackle

The goal of a school counseling program to help all students reach academic success by providing supportive services that addresses issues or concerns comprising of academic, career and social/personal development. School counselors are not only concerned with students who are succeeding and motivated to learn, they also aim at encouraging students who are at risk of failing or dropping out of school to continue striving for success and setting goals that encourage productive citizens in communities. In order to create a comprehensive school counseling program, one must first recognize their own assumptions, perceptions and stereotypes regarding students’ behaviors, values and beliefs. One should also have a willingness to accept and understand

Every student will have one-on-one meetings with the teacher (me) to review their individualized goals and schedules, created with their peer. Additional check-ins with the teacher will be scheduled, based around peer check-ins, to provide feedback, answer questions, and revise their schedule, if needed.

Who needs to be there 1 gen ed (the english teacher) 1 sped teacher (special ed teacher), parent(s) (mr webb) student (jason) district representative (principal)

The unit provide opportunities for P-12 school partners, faculty across programs, and secondary and K-12 faculty across the university to broadening their involvement on unit committees and in the unit decision-making process. Some of the newly formed committees are: the Unit Wide Steering Committee, Unit Wide Assessment

Task: Develop an integrated planning matrix and the outline for a lesson series of approximately five lessons in response to one of the scenarios provided. Demonstrate how planning processes from macro to micro levels (whole school to classroom, or program to lesson) - satisfy curriculum demands and the needs of students. Choose one of the scenarios listed in Topic 8 to plan your series of 5 lessons.

The topics are selected as part of the Senior Survey. The Education Chairman and her committee may use the quick programming guides and facilitator scripts to conduct the education presentations. Additionally, campus or community professionals may conduct education presentations using the provided community guides. Pillar of Education Various options available Time 60 Minutes Materials •