Health Care Provider Faith and Diversity Research Paper

Social insurance Provider Faith and Diversity - Research Paper Example Social insurance Provider Faith and Diversity The connection among otherworldliness and patient treatment has been a generous worry in human services. Otherworldliness has a crucial influence in patients’ life and there exist a connection between patient’s strict promise and wellbeing outcomes. In this manner, patients incline toward the human services suppliers to consider the strict components in social insurance (Anandarajah and Hight, 2001). Distinctive strict gatherings have various conviction framework regarding heath care. Therefore, a social insurance supplier must stay mindful with respect to various strict convictions so as to give quality clinical consideration. An otherworldly appraisal is by and large viewed as a handy advance in coordinating patients’ otherworldliness into social insurance practice. Otherworldly appraisal is the system through which social insurance suppliers can perceive the profound prerequisites of patients identifying with their mental wellbeing conditions (Hefner, 2008). A ccordingly this task bargains in profound evaluation of a patient as for understanding the strict conviction. The goal of the task is to perceive how unique religion see mending and what are the variables they think about most while getting noteworthy social insurance administrations. So as to attempt the profound appraisal, I utilized the instrument of Spirituality Scale. Otherworldliness Scale is a comprehensive apparatus that is expected to assess the conclusions, discernments, strict practices and ceremonial qualities of patients.

Frank Lloyd Wright Biography Architecture Essay Free Essays

Forthcoming Lincoln Wright was conceived on June eighth, 1867 in Richland Center, Wisconsin. At the point when he was as yet a yearling, his male parent got another occupation as a congregation clergyman in Weymouth, Massachusetts. Honest ‘s female parent had needed him to go a planner, so when Frank was nine, in 1876, his female parent got him Froebel Blocks, ( which thusly helped him plan structures ) . We will compose a custom paper test on Straightforward Lloyd Wright Biography Architecture Essay or on the other hand any comparable theme just for you Request Now At 10 years old, Frank ‘s family unit moved to Madison, Wisconsin, where his male parent opened a music school ( He suspend his occupation as a minister ) . Straight to the point and both of his sisters adored music just every piece much as their male parent. Throughout the mid year after he turned eleven, Frank began to deal with his female parent ‘s family ‘s ranch. An ordinary twenty-four hours for him would be wake up at four in the forenoon, feed the pigs, milk the cattles, weed the nurseries, and work in the Fieldss. The work was so troublesome ; Frank attempted to flee twice. His Grandfather at any point got him however. To Frank, life was n’t that terrible on the homestead, since he cherished nature. He jumped at the chance to happen the types of his Froebel obstructs on the Wisconsin Prairie. At the point when he was 14, his folks separated. He ne’er saw his male parent after that. Along these lines, he changed his in the middle of name to Llo yd so as to respect his female parent ‘s family unit, the Lloyd-Joneses. In the wake of finishing secondary school in 1886, Frank went to the University of Wisconsin to break down common innovation, since there were n’t any schools for design in the Midwest. Wright did n’t wish his classifications, so after a couple of semesters, he left the University of Wisconsin to happen an occupation in Chicago. After a couple yearss in Chicago, he found an occupation with J.L. Silsbee ‘s Architectural house. Wright quit his occupation at J.L Silsbee ‘s Architectural Firm prior working at that place for a twelvemonth and got another occupation as a sketcher at the workplace of Louis Sullivan. Wright utilized Sullivan as a capacity hypothetical record since Sullivan did n’t plan structures in the customary Victorian way. He structured existent American engineering. At 21 years old, Wright wedded Catherine Tobin. He planned a house for Catherine and himself ashore given to him by Louis Sullivan. Inside a twelvemonth, the couple had their first child, Frank Lloyd Wright Jr. At the point when 1903 moved about, that family unit of three transformed into a family unit of eight. Now and then invitees would see the Wright ‘s house and ask Frank to design them a house. Wright would answer truly, without Louis Sullivan knowing. At the point when Sullivan in the long run made sense of this, he disclosed to Wright that he could just arrangement structures with Sullivan ‘s design house. Along these lines, Wright suspend his occupation and began his ain concern. By 1901, Wright had finished around 50 of his ain structures! One dim at a gathering, a planner by the name of Daniel Burnham caused a proposal to Wright to venture out to investigate design in Europe for six mature ages. In the offer, when Wright returned, he would have an of import occupation. Despite the fact that it was an incredible exchange, Wright turned it down in light of the fact that he did non want to design in the European way. He needed to continue planing existent American Architecture. In 1908, the pioneer Frederick Robie came to Wright asking for a house that had a clump of limitless, was fire safe, and had a decent situation of Chicago. He other than needed a show space for his childs and a team carports for his cars. By 1909, Wright had made a prairie way house that fulfilled all the needs Robie had thought of. One dim, Wright met a grown-up female named Martha Cheney. He isolated from Catherine Tobin, and went to Europe with Cheney. At the point when he showed up back in America, he planned a studio for himself in Oak Park, Illinois. He called it Taliesin. While Wright was in Chicago on August 15, 1914, Martha Cheney and her two children were at Taliesin. One of Wright ‘s laborers, Julian Carlton murdered Cheney, her children and four others. Before long, Wright fixed his studio. On November 13, 1922, Wright and Catherine Tobin in the end separated. Before long, Wright wedded Miriam Noel on November 19, 1923. The marriage did n’t keep going truly long, and on August 26, 1927, the two separated. During the Great Depression, Wright did n’t hold extremely numerous customers. On the other hand, he spent his clasp forming a life account and giving addresss on natural design. He other than opened a compositional school with his third hitched lady Olga Milanoff, which he called the Taliesin Fellowship. At the point when 1934 went along, Wright met with the guardians of one of his understudies, Edgar Kaufmann Jr. They needed another spot. Wright educated them regarding developing the house over a cascade in Bear Run, Pennsylvania. At the point when the Kaufmanns concurred, Wright started to design this house. In 1937, he welcomed the Kaufmanns to his studio. After a rapid circuit, he demonstrated them the house plans. The Kaufmanns preferred the plans and the house was fabricated. It is called Falling Water and is likely Frank Lloyd Wright ‘s most praised plan. Wright needed another studio in 1937. He planned a studio in Scottsdale, Arizona. This other than was his place with Olga Milanoff until he passed on. April 8, 1959, was the closing twenty-four hours of Wright ‘s life. After 72 mature ages of functioning as an architect, Frank Lloyd Wright abandoned more than 500 buildings like Falling Water, the Robie House, Taliesin, and the Guggenheim Museum. The most effective method to refer to Frank Lloyd Wright Biography Architecture Essay, Essay models

What Recycling Methods Do People in my Community Practice Free Essays

Articulation of the Problem What reusing techniques do individuals in my locale practice so as to moderate our restricted assets? Research Questions I. What reusing techniques do individuals in Castries practice so as to ration our restricted assets? ii. How compelling are these reusing techniques to the individuals of Castries? iii. We will compose a custom article test on What Recycling Methods Do People in my Community Practice? or then again any comparative theme just for you Request Now What different techniques can the individuals in Castries use to improve protection strategies? Purposes behind Selecting the Area of Research This region of research was chosen since I accept that reusing can take care of loads of natural issues. It likewise helps in sparing a great deal of cost, required for the creation of new items. Individuals ought to know about those elements and ought to reuse in their locale to moderate our constrained assets. Strategy for Investigation To get data for my exploration, I utilized a technique for examination that is the most precise and least demanding approach to gather data. The technique I utilized was a poll. A survey is an examination instrument comprising of a progression of inquiries and different prompts to accumulate data from respondents. Purposes behind Selecting the Instrument This examination instrument was picked in light of the fact that it is a significant apparatus out in the open research. On the off chance that you get various people to make a judgment of what the vast majority think. It is likewise a simpler method of discovering data and cost less cost. Information Collection Instrument Cover Letter Dear member, My name is __________ and I am an understudy of the _____________________. For my Social Studies SBA, I am investigating on the theme reusing. I am welcoming you to partake in this exploration concentrate by finishing the connected poll. The accompanying poll will require around two days finishing. There is no pay for reacting. So as to guarantee that all data will stay classified, kindly do exclude name. In the event that you decide to take an interest in this venture please answer all inquiries as legitimate as could reasonably be expected. Much obliged to You ahead of time for setting aside the effort to help me in my Social Studies SBA investigate. Yours Truly ___________ The most effective method to refer to What Recycling Methods Do People in my Community Practice?, Essay models

Ross Correspondent How Ross Admissions Gets to Know Applicants

Ross Correspondent: How Ross Admissions Gets to Know Applicants by: Campus Correspondent, Johanne Vincent (Ross) on February 15, 2018 | 0 Comments Comments 896 Views February 15, 2018College admissions offices get thousands of applications each fall all asking the same question: â€Å"Can I go here?† In a sea of so many hopeful applications, it can be hard to differentiate who would really be the best fit for a college or university. To combat this issue, Michigan Ross has created something new that really lets them get to know each student on an individual level.Every aspiring high school senior who wants to get into Ross has to submit a portfolio. In this portfolio, they submit an artifact that shows who they are and how they exhibit â€Å"learning in action.† The artifact can be a video, picture, or other form of media that will let the Ross Undergraduate Admissions Office get to know each applicant individually and how they are committed to active learning. A l ot of students (myself included) are tempted to simply showcase their most recent award or their resumà © and talk about all of their accomplishments. While it seems logical to just show your biggest achievements, it actually defeats the whole purpose of the artifact: authenticity.A screenshot of the video submission for my Ross portfolioFor my own Ross portfolio, I submitted a video that pictured me practicing for a Mock Trial competition, a club that I focused on in high school. The video wasn’t highly edited or filmed on an expensive camera, nor was it a finished product or about business in any way. However, it showcased me doing something that I worked hard at and that I loved. I submitted this video because I believed it showed the admissions committee who I really was. I think this artifact was part of the reason I got into the school because it showed my commitment to learning and because it was real. I have friends who submitted screenshots of a blog they ran or eve n a clothing line they made as a hobby, all things that showed their individuality as well as their love of learning outside of school. I think the best advice that I can give anyone who wants to apply to Michigan Ross (or any other programs) is to be authentic. It can be really tempting to just showcase what you think the admissions committee wants to hear, but it won’t pay off in the end. At worst, you might end up somewhere you don’t fit and don’t feel comfortable. If you’re authentic in business school and beyond, it’ll serve you well!You can watch my artifact video here!  ttps://youtu.be/IzavetnXxYIDONT MISS:  ROSS CORRESPONDENT: I LOVE BEING A MICHIGAN ROSS STUDENT  and  MEET THE PQU CAMPUS CORRESPONDENTS Page 1 of 11

M1 Compare Historical and Current Features of Public...

UNIT: 12, PUBLIC HEALTH M1: Compare the 19th, 20th and 21st century in relation to the main public health strategies used. Introduction This essay will compare the 19th, 20th and 21st century in relation to the main public health strategies used in United Kingdom. It will also compare the similarities and differences of the living conditions in towns and cities between the three named centuries above. In comparing the differences between 19th, 20th and 21st century, the living conditions in the 19th century caused so many deaths. This is because health was very poor and people went through many health issues such as poor and over-crowded housing which caused the rapid spread of diseases, pollution and poor environment as people were†¦show more content†¦This was because the public health white paper, choosing health: making healthy choices easier, (2004) was introduced as the awareness of health was growing in size which forced the government to bring about the public health white paper. This document promoted societal fairness, dealing with broad causes of ill-health, inequality in the society as well as identifying individuals needs to support and empower them. In the 21th century, people are more informed; technology and science have improved, making better medical system more efficient and effective with more improved living conditions, compared to the two previous c enturies. The similarities between the 19th, 20th and 21st Century was that famous personalities mentioned above aimed at improving the health of the populace over time. They all carried out numerous investigations and research to bring about positive results. In the 21st, there was the Health Protection Agency, an independent organisation that focuses on protecting individuals’ health throughout the UK. There is also the National Institute for Clinical Excellency also an independent organisation; their responsibility is to provide national guidance and treatment of ill-health which has improved the living standard, condition and a huge improvement of health in the wider UK population. 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In terms of the global market, India currently holds a modest 1-2% share, but it hasRead MoreAcca F5111177 Words   |  445 PagesQuestions set under the old syllabus Financial Management and Control and Performance Management papers are included because their style and content are similar to those which appear in the F5 exam. The questions have been amended to reflect the current exam format. Time Marks allocation Mins Page number Question Answer Part A: Specialist cost and management accounting techniques 1 Preparation question: Cassiop 2 Linacre Co (FMC, 12/05, amended) 3 Z Co 4 Triple (Pilot paper, amended) 5 Jola PublishingRead MoreMerger and Acquisition: Current Issues115629 Words   |  463 PagesMergers and Acquisitions Current Issues Edited by Greg N. Gregoriou and Karyn L. Neuhauser MERGERS AND ACQUISITIONS Also edited by Greg N. Gregoriou ADVANCES IN RISK MANAGEMENT ASSET ALLOCATION AND INTERNATIONAL INVESTMENTS DIVERSIFICATION AND PORTFOLIO MANAGEMENT OF MUTUAL FUNDS PERFORMANCE OF MUTUAL FUNDS Mergers and Acquisitions Current Issues Edited by GREG N. GREGORIOU and KARYN L. NEUHAUSER Selection and editorial matter  © Greg N. Gregoriou and Karyn L. NeuhauserRead MoreDecision Theory: a Brief Introduction28334 Words   |  114 Pagesvalue pattern according to which decisions are made. 3.2 The comparative value terms Relational representation of value patterns is very common in everyday language, and is often referred to in discussions that prepare for decisions. In order to compare alternatives, we use phrases such as better than, worse than, equally good, at least as good, etc. These are all binary relations, i.e., they relate two entities (arguments) with each other. For simplicity, we will often use the mathematicalRead More1000 Word Essay85965 Words   |  344 PagesCreate a climate that encourages victims to report incidents of sexual assault without fear. Establish sexual assault prevention training and awareness programs to educate Soldiers. Ensure sensitive and comprehensive treatment to restore victims’ health and well-being. Ensure leaders unde rstand their roles and responsibilities regarding response to sexual assault victims, thoroughly investigate allegations of sexual assault, and take appropriate administrative and disciplinary action. (AR 600-20

Competency Framework for Teachers free essay sample

Introduction The Department of Education and Training of Western Australia is committed to strengthening professional excellence in government schools. Research confirms teacher quality as one of the most important school factors influencing student achievement. This Competency Framework for Teachers forms a major part of the Department’s continuing promotion of quality teaching, contributing to the improvement of outcomes for students. The Department recognises that teachers are highly dedicated and strive to improve outcomes for their students. Professional learning is seen as a key means of ensuring that teachers have the skills, knowledge and understandings necessary to provide students with high quality education. The Framework has been developed through analysis of national and international teacher competencies and consultation with members of the teaching profession. Competency frameworks describe professional standards for teaching and make the knowledge and capabilities of teachers explicit for those within and outside the profession. They provide the means by which good teaching can be identified, rewarded and celebrated. This Framework articulates competency standards for teachers working within Western Australian government schools. Competency standards outline the varying degrees of effectiveness teachers demonstrate when applying their professional knowledge, skills and attributes to their specific teaching context. By providing explicit standards that guide teachers in their work to improve students’ levels of educational achievement, the Framework is a valuable tool for increasing public confidence in the school education system. It emphasises that the teaching profession requires teachers to be life-long learners who engage in ongoing professional learning during the course of their careers. The Department’s development of this Framework provides teachers, teacher educators, teacher organisations and professional associations with a description that establishes agreed dimensions of effective teaching and offers a common reference point for professional reflection, discussion and action. Professional reflection is central to improving teacher standards and supporting the development of career pathways. The Framework is a tool for classroom teachers to: †¢ reflect on their professional effectiveness †¢ determine and prioritise areas for professional growth †¢ identify professional learning opportunities †¢ assist their personal and career development planning. Competency Framework for Teachers iii iv Competency Framework for Teachers Contents Background . 2 Key principles .. 3 Understanding the structure . 5 Professional attributes . 6 Professional knowledge .. 7 Professional practice 8 Five dimensions.. 9 Phase 1 Teacher Competency Standards for Phase 1 14 Overview of Teacher Competency Standards for Phase 1 .. 15 †¢ Dimension 1 – Engage students in purposeful and appropriate learning experiences 16 †¢ Dimension 2 – Monitor, assess, record and report student learning outcomes . 18 †¢ Dimension 3 – Reflect critically upon professional experiences in order to enhance professional effectiveness 19 †¢ Dimension 4 – Participate in curriculum policy and program teamwork 20 †¢ Dimension 5 – Establish partnerships with students, colleagues, parents, and other caregivers and agencies 21 Phase 2 Teacher Competency Standards for Phase 2 24 Overview of Teacher Competency Standards for Phase 2 .. 25 †¢ Dimension 1 – Cater for diverse student learning styles and needs through consistent application of a wide range of teaching strategies 26 †¢ Dimension 2 – Apply comprehensive systems of assessment and reporting in relation to student attainment of learning outcomes. 27 †¢ Dimension 3 – Contribute to the development of a learning community .. 28 †¢ Dimension 4 – Provide support for curriculum policy or program teams .. 29 †¢ Dimension 5 – Support student learning through partnerships and teamwork with members of the school community .. 30 Phase 3 Teacher Competency Standards for Phase 3 . 32 Overview of Teacher Competency Standards for Phase 3 33 †¢ Dimension 1 – Use exemplary teaching strategies and techniques that meet the needs of individual students, groups and/or classes of students in a highly responsive and inclusive manner 34 †¢ Dimension 2 – Consistently use exemplary assessment and reporting strategies that are highly responsive and inclusive . 36 †¢ Dimension 3 – Engage in a variety of professional learning activities that promote the development of a learning community .. 38 †¢ Dimension 4 – Provide leadership in the school by assuming a key role in school development processes including curriculum planning and policy formulation .. 39 †¢ Dimension 5 – Facilitate teamwork within the school community .. 40 Competency Framework for Teachers 1 Background RATIONALE The Framework was developed to: †¢ provide a structure and language within which statements of professional standards are defined. By setting out essential elements of effective teaching it acts as a common reference point for dialogue between members of the profession and the community †¢ promote and support quality teaching by making explicit knowledge, skills and attributes that characterise good teaching practice. Understanding what teachers know, do and value is an important step in enhancing the profile and standing of the profession †¢ give teachers a tool that outlines a continuum of abilities and responsibilities central to professional excellence. This enables teachers to make informed decisions about the direction of their professional learning as they aspire to a higher level of performance †¢ identify knowledge, skills and behaviours needed to assist practising teachers move along their chosen career path †¢ raise the quality of education in Western Australian schools by providing teachers with a document that supports their efforts to improve their professional practice thereby enhancing student outcomes †¢ provide direction for tertiary institutions and professional development providers as they continue to develop programs that ensure the development of quality teaching. THE DEVELOPMENT PROCESS The development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The National Framework facilitates national agreement on and consistency around what constitutes quality teaching and national collaboration in supporting quality teaching. The Department has made extensive use of the National Framework in developing this Framework. Additionally, standards developed by national teaching associations for English, Mathematics and Science have been drawn upon during the development process. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. From the outset, the Department acknowledged that in order for the Framework to be a credible and valuable tool teachers needed to have a significant role in the development process. It has been developed on the understanding that any consideration of what constitutes quality teaching needs to take into account the diversity of contexts and conditions in which teachers work. All efforts will continue to be made to ensure involvement of teachers with a range of teaching situations and experiences. 2 Competency Framework for Teachers Key Principles Principle 1 The Framework articulates professional knowledge, skills, and attributes essential for all classroom teachers, operating across three broad phases of competency. The competencies are generic and may be applied to specific teaching and learning contexts as defined by students, phases of schooling and learning areas. Principle 2 The competency standards are represented through five discrete generic dimensions of teachers work. Effective teaching requires successful integration of these dimensions. Principle 3 Classroom teachers assume roles beyond the classroom in endeavouring to maximise their students learning. These roles include working collaboratively with colleagues and other members of the school community, and communicating with parents and other caregivers. Principle 4 The phases do not signify levels of experience; rather they frame general and recognisable aspects of professional capacity and achievement. Principle 5 Teachers develop their knowledge, skills and practices throughout their professional lives. This development is not linear. Teachers enter the profession with varying levels of prior learning, work experience and professional preparation, working in a range of different contexts that combine to shape their professional profile. Principle 6 There are essential attributes that people wishing to enter the teaching profession should have if they are to be effective teachers. Principle 7 The Curriculum Framework guides teachers as they develop and implement their teaching and learning programs. Principle 8 The actions of effective teachers are guided by the Department’s values. These values are: †¢ learning, where a positive approach to learning is taken for ourselves and others †¢ excellence, reflecting high expectations for students and ourselves †¢ equity, where the different circumstances and needs of others are recognised †¢ care, fostering a relationship based on trust, mutual respect and acceptance of responsibility. The Department also promotes through its Staff Conduct policy ethical practice and appropriate standards of conduct and behaviour. Competency Framework for Teachers 3 R PR AC TI C PR PRO FE Fa PH cil D it a A PH S t AS E PHA E SE 2 1 †¢ A hip ers n art gP in A m PR E T F C Fo r E ulum Policy n Curric comes-foc and Other Pr ing i used E ut nv ipat in an O iron ogram rtic ves me Pa Initiati nt DIMENSION 4 P R O 4 IC S sw DIMEN SIO Engaging in N Profe ssio 3 nal Le arn ing S es D m tco N T TEACHER COMPETENCY STANDARDS SS IONA OFE L PR Ou A S E G TES BU NSIO ME ithin the School Community DI N g nin DS ar R DS Le A AR DS D AR ND Assessin E D g an d R IME N 1 rning epo N IO Lea rtin SI OMPET gS O ER C N S d en t EN E u CH tud N CY en 2 IM g St EA R COMPETE T S t in HE NC T †¢ A AC COMPET Y E 3 ER EN S T CH C T A †¢ Y E NAL KNOW T IO SS LE FE D O NAL ATT RI SIO S P PRACTI AL CE ON I N5 O AL SION S FE Competency Framework for Teachers Understanding the structure The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. The Framework consists of several components. Three Phases The Framework outlines competency standards for effective teaching across three broad phases of teachers’ work, describing teachers’ work along a continuum of practice. The phases are dynamic and not related to length of service. A teacher may operate at any phase at any stage of their teaching career. For example, teachers with limited classroom experience may demonstrate some of the competencies in all of the phases. As teachers become familiar with the competencies of each phase they will be able to determine the types of professional learning activities that best address their individual needs. Dimensions of Teachers’ Work The Framework is based on a construct of five dimensions of teaching. Each dimension describes the generic characteristics of teachers work that are central to the attainment of professional effectiveness. Competency Standards The term competency standard refers to â€Å"a combination of attributes underlying some aspect of successful professional performance† (Gonczi et al. , 1990, p. 9). Competency standards are concerned with application of professional knowledge and skills within the workplace and are underpinned by teachers professional values. Each competency standard is a statement of the level of competency a teacher exhibits for that dimension. Critical Elements of Competency Critical elements of competency are the basic building blocks of each competency standard. They map a range of professional actions teachers engage in as they apply their professional knowledge, skills and attributes to their teaching context. They are identifiable characteristics that contribute to the achievement of the overall competency standard. Indicators of Effective Practice Indicators of effective practice are competency-related professional actions that provide examples of the professional behaviours likely to be demonstrated by teachers who have attained a particular competency standard. The indicators listed are examples only. Competency Framework for Teachers 5 Professional attributes Professional attributes outline the characteristics that are readily identifiable as essential to effective teaching. These attributes ensure teachers are prepared for the challenges, demands and obligations of teaching. The Framework describes the way teachers work with students, parents/caregivers, colleagues and others. Professional attributes provide the underpinning values, beliefs and skills for the decisions and actions teachers make in their day-to-day work. They describe the attitudes and behaviours through which teachers demonstrate their ability to facilitate student learning. Attribute Descriptors Effective teachers throughout all phases of their teaching career demonstrate the following professional attributes. PHASE 1 PHASE 2 PHASE 3 COLLABORATIVE Teachers demonstrate good interpersonal skills by creating opportunities to communicate and share knowledge, ideas and experience with others. They seek assistance from colleagues and are keen to consider and act upon advice offered. Teachers acknowledge and encourage students, parents and caregivers as partners in learning. COMMITTED Teachers are dedicated to educating young people and act in the best interests of students. They enjoy meeting the challenges encountered in educating others and are inspired to make a difference. Teachers are devoted to the educational, personal, social, moral and cultural development of their students and aim to teach them how to be life-long learners and active members of society. EFFECTIVE COMMUNICATOR Teachers have a presence that creates a positive influence on students’ behaviour. They can articulate their thoughts and ideas whilst modifying their language according to the context and audience. ETHICAL Teachers respect the rights of others by acting with consistency and impartiality. They have an understanding of the principles of social justice and demonstrate this by making just and fair decisions. INNOVATIVE Teachers are creative problem solvers who are willing to take risks in order to find new and enterprising solutions to educational issues and are inventive when developing educational programs. They provide learning experiences that engage student interest and enhance student learning. INCLUSIVE Teachers treat students with care and sensitivity by identifying and addressing their educational, physical, emotional, social and cultural needs. They are astute in recognising and responding to barriers that inhibit student outcomes. POSITIVE Teachers are supportive and constructive in their interaction with others. They show flexibility in an ever-changing work environment and are willing to consider critically and implement change. Teachers are advocates of their profession. REFLECTIVE Teachers are insightful in analysing their professional practice and can demonstrate evidence-based decision-making. Teachers draw upon their professional knowledge to plan a course of action and determine goals that improve their practice and student learning. They are informed professionals who avail themselves of professional learning opportunities in order to examine critically new and emerging educational trends. 6 Competency Framework for Teachers Professional knowledge The Framework is based on the premise that effective teachers draw on a body of professional knowledge in order to maximise their ability to improve student educational outcomes. Knowledge of students, curriculum, subject matter, pedagogy, education-related legislation and the specific teaching context is the foundation of effective teaching and enables teachers to be responsive to the changing needs of students. This Framework supports teachers as they continue to build upon their professional knowledge. It promotes ongoing professional learning and incorporates contemporary teaching theory. Underpinning Professional Knowledge Competency standards within the Framework are underpinned by the following core professional knowledge. It requires teachers to: †¢ understand the structure and function of the Western Australian Curriculum Framework and its implication for school-based curriculum development, teaching and learning †¢ comprehend the purpose, nature and use of a variety of assessment strategies and understand how information acquired through assessment processes can be used to reflect upon and modify teaching †¢ understand that students’ learning is influenced by their development, experiences, abilities, interests, language, family, culture and community †¢ know the key concepts, content and processes of inquiry that are central to relevant learning areas †¢ be familiar with the framework of law and regulation affecting the school system and teachers work †¢ be aware of government, systemic, district and school policies that underpin educational programs and services. Competency Framework for Teachers 7 Professional practice PHASE 1 Facilitating Student Learning DIMENSION 2 Assessing and Reporting Student Learning Outcomes DIMENSION 3 Engaging in Professional Learning DIMENSION 4 Participating in Curriculum Policy and Other Program Initiatives in an Outcomes-focused Environment DIMENSION 5 Forming Partnerships within the School Community 8 PHASE 3 Teachers operating within the first phase should: DIMENSION 1 PHASE 2 Teachers operating within the second phase should: Teachers operating within the third phase should: Engage students in purposeful and appropriate learning experiences Cater for diverse student learning styles and needs through consistent application of a wide range of teaching strategies Use exemplary teaching strategies and techniques that meet the needs of individual students, groups and/or classes of students in a highly responsive and inclusive manner Monitor, assess, record and report student learning outcomes Apply comprehensive systems of assessment and reporting in relation to student attainment of learning outcomes Consistently use exemplary assessment and reporting strategies that are highly responsive and inclusive Reflect critically on professional experiences in order to enhance professional effectiveness Contribute to the development of a learning community Engage in a variety of learning activities that promote critical self reflection and the development of a learning community Participate in curriculum policy and program teamwork Provide support for curriculum policy or other program teams Provide leadership in the school by assuming a key role in school development processes including curriculum planning and policy formulation Establish partnerships with students, colleagues, parents and other caregivers Support student learning through partnerships and teamwork with members of the school community Facilitate teamwork within the school community Competency Framework for Teachers Five dimensions The five dimensions describe the major professional responsibilities and actions teachers carry out in their professional lives. These dimensions interconnect with each other and collectively contribute to teachers’ effectiveness. They are an arbitrary arrangement of teaching behaviours that relate to a specific activity rather than representing an ordered sequence of events. Professional excellence involves teachers engaging in all five dimensions. Dimensions 1 and 2 are critical in the practice of teaching and articulate effective interaction between teacher and student. Dimensions 3, 4 and 5 describe the working environment that supports effective teaching. UNDERSTANDING THE FIVE DIMENSIONS OF TEACHERS’ WORK DIMENSION 1 Facilitating Student Learning Dimension 1 describes the complex task of teaching and learning. It outlines how teachers plan, develop, manage and apply a variety of teaching strategies to support quality student learning. PHASE 1 Phase 1 teachers facilitate student learning by planning lessons that engage students and provide a purpose for learning. They experiment with different approaches to teaching, addressing the needs of students and priorities of the school. In this phase, learning is often teacher directed with the teacher taking responsibility for determining what students will learn, to what degree and how. PHASE 2 Phase 2 teachers develop a personal philosophy of teaching and learning based on extensive trialling of different teaching approaches. They are confident of their methods, providing more individualised education programs for students. Students are given greater opportunity to determine what and how they learn, what level of achievement they aim for and how they will demonstrate their level of understanding. In this phase, student-centred learning is a focus and teachers recognise their role includes acting as a facilitator and guide to learning. PHASE 3 Phase 3 teachers focus on student-centred learning and have an extensive repertoire of teaching strategies. They negotiate learning outcomes with students to support students in becoming autonomous learners. These teachers have a more global approach and recognise that student learning is best supported not only by the teacher but also by the wider community. They make themselves open to new and developing trends in education, acknowledging that teachers, colleagues, specialists and parents/caregivers must all work as a team in order to provide the best education for students. Competency Framework for Teachers 9 DIMENSION 2 Assessing and Reporting Student Learning Outcomes Dimension 2 describes how teachers monitor, assess, record and report student learning. PHASE 1 Phase 1 teachers assess learning experiences using a variety of assessment strategies that allow all students to demonstrate their understanding of different outcomes. Phase 1 teachers record the information gathered through assessment with accuracy and consistency. They use this information to report to parents and caregivers on student outcomes. PHASE 2 Phase 2 teachers have a more extensive range of methods for assessing and recording student outcomes. They make evidence-based judgements about student outcomes and plan for further learning. When reporting, these teachers provide feedback to a wider audience and actively participate in whole-school monitoring, recording and reporting activities. They also ensure the validity of their assessment by verifying their interpretations with colleagues. PHASE 3 Phase 3 teachers recognise that assessment must be an ongoing process that provides information about student achievement as a result of learning experiences. They develop exemplary assessment strategies inclusive of students’ individual needs. When reporting they offer valuable insights into students’ beginning level of understanding, progress after completing programs of work and suggestions for future focus. Phase 3 teachers take an active role in the development and application of whole-school monitoring, recording and reporting activities. They share their knowledge and experience of using innovative assessment to assist colleagues. They also review the effectiveness of assessment strategies and make recommendations for improvement. DIMENSION 3 Engaging in Professional Learning Dimension 3 describes how teachers manage their own professional learning and contribute to the professional learning of their colleagues. PHASE 1 Phase 1 teachers are involved in identifying their own professional learning needs. They seek feedback and direction from a variety of sources to plan for and participate in professional learning. These teachers establish individual approaches to teaching and learning and undertake formal and informal professional learning to support and extend their teaching. PHASE 2 Phase 2 teachers continue to plan and participate in personal professional learning, moving their focus to developing a learning community. They support other teachers who are new to the school or to teaching by familiarising them with the school environment. They identify their strengths in regard to professional knowledge, understanding and skills and share this expertise in order to support the professional learning of colleagues. PHASE 3 Phase 3 teachers participate in professional learning as well as supporting the professional learning of colleagues. They engage in ongoing critical reflection to generate and apply new ideas that contribute to the improvement of teaching and leadership practice. They mentor and help establish school-based teaching and learning research projects to enhance all teachers’ learning. 10 Competency Framework for Teachers DIMENSION 4 Participating in Curriculum Policy and Other Program Initiatives in an Outcomes-focused Environment Dimension 4 describes how teachers participate in the development and management of curriculum policy in their particular school environment. PHASE 1 Phase 1 teachers participate in teams related to curriculum policy. With guidance from curriculum leaders they are able to carry out tasks that support team decision-making. PHASE 2 Phase 2 teachers help determine issues to be addressed at curriculum policy meetings and are able to collect, analyse and present information related to these issues. They support the implementation of curriculum policy and provide guidance to colleagues where needed. PHASE 3 Phase 3 teachers are curriculum leaders. These teachers promote changes that improve student learning and support the implementation of system initiatives. They collaborate with colleagues to develop, manage and evaluate curriculum and program initiatives. They apply knowledge gained through extensive professional learning to the tasks of analysing the school’s operating environment and developing curriculum policy that responds to the specific needs of the school. DIMENSION 5 Forming Partnerships within the School Community Dimension 5 describes how teachers build, facilitate and maintain working relationships with students, colleagues, parents and other caregivers to enhance student learning. PHASE 1 Phase 1 teachers establish positive partnerships with students, colleagues, parents and caregivers. They respect students as individuals and respond to students’ needs appropriately and sensitively. Teachers operating in this phase work cooperatively with colleagues, acknowledging and valuing different perspectives. Phase 1 teachers initiate contact with parents and caregivers, providing ongoing information about students and school issues. PHASE 2 Phase 2 teachers form positive partnerships with members of the wider school community. They see themselves as team members who take an active role in supporting other team members, providing constructive feedback and addressing the issues and concerns of others. These teachers also support the work of the team by attending to associated organisational tasks. PHASE 3 Phase 3 teachers facilitate and motivate when working with team members. They articulate and share knowledge gained through ongoing and comprehensive professional learning in regard to school development, curriculum and policy processes. They provide the direction for other team members and create mechanisms for ensuring the decision-making process allows for consensus, accountability, responsibility and equal opportunity. Competency Framework for Teachers 11 12 Competency Framework for Teachers 1 phase 1 phase Teacher competency standard for phase 1 R O IONAL SS FE PR AC TI C P ar T IC E DIMENSION 4 m PRO FE PR Eng ag es app tu rop ria te Fa cil D it a t E S PH A sw h students, p s w it rs h i ne ther caregivers a rt and o hp is ents l par ab s, st ue g ea ulum Policy n Curric comes-foc and Other P ing i used E ut nvi ro ipat in an O ronm gram rtic ves ent Pa Initiati ip rsh ne art gP in te in curriculum polic y an ticipa d m teamwork p ro g r a E Fo r E A C F co ll NSIO ME ithin the School Community DI er ord s es P S PR S DIMEN S ION Engaging in Profe ssio 3 nal Le arn ing Reflect critically on professio nal e xpe to enhance professio rie nce nal eff si ec n tiv en TEACHER COMPETENCY STANDARDS go u SS IONA OFE L PR IONAL KNOW SS LE E D OF NAL ATT RI SIO S E G PRACTI CE AL N IO N5 i rn d lea TES BU R O 14 d es om utc gO DS nin ar R Le A o rt D ep N dr an s me tco Assessin E D g an 1 ng d R IME epo N ON rni OMPET rtin SI S I n t L ea ER C EN gS O H CY EN tude t ud N AC Moni en 2 IM g S tor, T E o s e fu l a n d S t ass in T p †¢ ess A stude pu r en ces , re nt l n e ri 1 ear si e xp nt nin cor g e n P Competency Framework for Teachers Overview of teacher competency standard fo

HIV Aids Essay Topics

HIV Aids Essay TopicsHIV aids essay topics are commonly used in college and university writing classes. Writing about a subject of which you have a genuine interest, however complex or large-scale it may be, will always be helpful to both the student and teacher.HIV aids essay topics can come from very basic to very complicated. And the more familiar with the subject you become, the easier the essays will be to write. If you know what to say about HIV, it will be much easier for you to pull it off.The subject of HIV is very complex. If you do not feel prepared to write about something which has such complicated aspects to it, I would advise that you have a look at the HIV aids essay topics and get yourself familiar with them.HIV aids essay topics should be based on good research. The essay should be based on facts, figures and details. This way you will be able to present your argument as a factual statement.There are many different forms of writing on this subject. There are the for mal, scholarly style, the conversational style and there are also the self-help essays. It is vital that you do not ignore these forms of writing as they are very important.There are also many different steps to take in order to achieve fluency in this language. If you want to write the best essays, then it is essential that you are well versed in these languages.If you are not sure how to go about using the HIV aids essay topics that are available in the English language, I would advise that you make the necessary adjustments on your own. You can use this as a way to practice your skills and you will be able to overcome your hesitations.HIV aids essay topics are a very broad topic and I would recommend that you practice them before taking it to the next level. You should also be able to make sense of and translate the concepts into your own language.