Evaluation Of A Research Study On The Assessment Of My Team Made Up Of Brady Gunn And Myself

What rating would you give the team out of 10 (10 being the highest level of success)? What factors do you think contributed to the level of success your team achieved when success is defined as the creation of a resource that has authority and is user-friendly and the degree to which you worked effectively as a team. Provide specific examples from your experience to illustrate these factors.

“The Xaverian Chapter of the National Honor Society emphasizes leadership and service. Citing at least one anecdotal example, how have you demonstrated one of the Xaverian Values through leadership and/or service?”

The rating sheets are located in the Appendix. The tables provide each score per category, 1 through 5, and an anchor with which each is associated. These anchors provide the answers or behaviors that the hiring team will be looking for and will score them based on that. There is a rating sheet for each of the hiring teams’ four selection tools.

I will be discussing the effectiveness of a team, I have been part of teams which have worked effectively and ineffectively together.

There are many members of the healthcare profession that can be present in the multidisciplinary team. It most commonly includes the nurse, a social worker, a dietician, discharge planner, and a physician. At Uniontown Hospital, multidisciplinary team meetings occur Monday to Friday in the mornings. Present on 3 West for the meetings are the primary nurse, charge nurse, social workers, a discharge planner, and case manager. The purpose of the multidisciplinary team meetings allow for all members to discuss what is happening with the patient and what can be done during and after hospitalization to make sure the patient gets all the support they need.

I felt that my assessment team was being rushed this semester as we were informed that our point of contact has shifted from our primary contact to a sub sequential contact in the form of two math success coaches. In the fall semester we were unable to get in contact with our primary point of contact, which caused our assessment project to stagnate coming into the spring semester. My team over came this obstacle by going to PCC and communicating with math success coach and our point of contact in person, which began to open the lines of communication for our group. The shift in points of contact to being informed that our assessment project had been assigned to an internal pair of math success coaches confused my group in the purpose of our group. I gain an understanding of patience when trying to acquire information as much of the information that we acquired from the two math success coaches conducting their own assessment of the

“Seussical the Musical” by Lynn Ahrens and Stephen Flaherty was one of the school's biggest musical productions that have ever aired inside the school's auditorium. I took part as one of the lead pianists in the band, in which the band was responsible for accompanying the play with music. The lead pianist part involved some very dense and intricate parts to play with. This part became one of the most important roles in the whole musical, as it was used solely to accompany the most dramatic scenes of the show, and many band members and singers relied on the lead pianist parts to help orient them throughout. The lead pianist also must take the initiative to help the secondary pianists to help put them in better shape to play during rehearsals,

Team 56, also known as R.O.B.B.E. (Robotics of Bound Brook and Ethicon), is the Robotics team of Bound Brook High School that was founded in 1997. The team currently consists of seven sub-teams that are designated to work on different tasks to complete during the season. We aim to create a positive impact among members of our community and hope to collaborate with other figures of authority in order to have that effect.

Two days before the IHSA State Competition (which involves taking 35 people on a bus for 72 hours three hours south and competing in the Peoria Civic Center), a posting crept into my email – for an Instructional Coach, a position that the district was not planning to create. This position, which did not have a job description attached, stated that a teacher at each building would become a TOSA (Teacher On Special Assignment) the following year to fulfill this role. I had two days to apply and would interview if selected, the next Tuesday. Good luck! Without a concrete description, I was hesitant to apply. Like my students, I like boundaries and guidelines (maybe even some sort of rubric). This role, whatever it turned out to be, would certainly push me outside of my comfort zone, encourage me to collaborate, and challenge me to create connections and content outside of my small and simple world in D15 – the last hallway in the school.

It may seem overly simplified and obvious to state that player evaluation is critical in generating success and wins on the football field. A coach may have the greatest “system” and an amazing game plan laid out but, without the right players in the right positions the only thing a coach will collect are losses. This is true of coaching recreational and youth football through the professional ranks. Player evaluation is not only about addressing the physical skills needed for specific positions but, it is also about plugging in the right players who posses the temperament and character to lead the team in all critical situations on the field. Coach Trimble has a very

Football, unlike any sport that I have been a part of can define someone inside the classroom and within the gridiron. Character translates between the two and is something that I was always fascinated about. Someone that can show teamwork on the field are often able to show the same level of compassion and dedication in the classroom.

In eighth grade, 2015 I was looking forward to dance with my older sister for her two last years in drill team. So I was determined to tryout and make a line member in drill team. As the practices came along, I attended them all and gave the practices my full attention. After every practice my sister was able to work with me on the things we had learned. It was pretty feasible to make drill team. As the tryouts came along, I was anxious but then dauntless because I was ready for the tryouts. After we got done performing the tryout routine, we had to wait for the results. As the results came, I saw my number on the “2015-2016 Eaglettes” poster. Following tryouts for being a line member, I had an aspiration to tryout and make officer for drill

The details of organization structure are part of this experience, our struggles in firing a member, working together on details, and communicating clearly were all evident last week. I felt like we needed to fire one team member before last week. There had been no response, and I knew it was going to hurt the team effort; but I also felt like the person needed an opportunity to contribute, as well as not wanting to be the team member who expressed the idea of firing someone else. If I can go back to chapter nine, I believe groupthink caused each of us to hesitate, even when we all knew what needed to be done. The third question on the assessment dealt with the genuine belief that others can do as well as I can, and I answered mostly true. I do believe that all people are capable, and need opportunities to succeed and prove it to themselves, but question seven was also answered mostly true, which stated that I get upset when someone doesn’t do the task correctly. That is the contrast between the perfectionist in me and the delegator. I enjoy the text messages and conversations on discussion boards in the collaborative work of classes, but when it comes to a team project, I worry about someone else not being as motivated or not getting the work in on time. I don’t mean that about my team members right now, I am reflecting more on past team projects in school. It has always been a couple of us doing most of the work, so we could bail

I found that working collaboratively on this assessment was incredibly valuable. This assessment allowed us to engage in co-planning and co-instructing, both critical parts of the co-teaching practice (Conderman, 2011). During the presentation of our activity, I felt more confident because I knew that if I forgot anything, another member of my group would be able to assist me, and vice versa. Much of our planning was done through collaborative discussions as we all felt we could share our ideas openly. Through these discussions, we built up a more trusting relationship, crucial to co-teaching effectively (Conderman, 2011). I believe being given the opportunity to share our different ideas and get feedback on these ideas from other group members was incredibly valuable.

In assessment process, I am good in using required methods/strategies to conduct formal and informal assessment. I am good in planning and designing my assessment activities. I make effective use of ILT/ICT to support the assessment process. I also make effective use verbal and written feedback in the assessment process. I am focusing on managing the recording and reporting on assessment achievement and progress, and collecting and collating assessment results to support evaluation and equality processes. I am focusing on my improvement areas in the assessment process. I have planned to record and report on assessment achievement and progress by making use of ILP/ICT. I am also planning to organize and collect and collate assessment results and participate effectively in evaluation and quality processes. I will definitely need support my peers and line manager in achieving these target. I aim to achieve these targets by the start of next year. I will review my progress by