Growth Not Gotcha: The Power of Feedback for Future-Readiness of Teacher Candidates

Feedback is powerful. Everybody needs feedback. The need for feedback includes teachers. It’s time to transform delivery of instruction and teacher-education with a powerful, 2-step observation-feedback process. Clarity of expectations set the stage for observation. Feedback is delivered instantaneously and regularly. Actionable feedback gets results including growth from self-reflection, collaborative conversation, and differentiated professional learning. Self-efficacy of teacher candidates soars and retention in the profession finally has a fighting chance. Feedback, the breakfast of champions (Blanchard, 2015) gives teachers dollops (Marzano, 2007). Feedback, the missing piece in continuous improvement (Feldman, 2016) and preparation of future-ready teacher candidates

Electronic Observation: 21st Century Model for Excellence in Teaching and Learning

Assessing effective instruction, in support of student achievement is a requirement for institutional accreditation. Simultaneously, considering overall student success, “among school-related factors, teachers matter most” (Teachers Matter, n.a.). If education was a jigsaw puzzle, a missing piece is a strategic method of observing teachers to support institutional effectiveness. A system to monitor practice and expected outcomes; to generate dynamic data that drive decision-making; and to ensure program standards are met in a continuous improvement model (Cervone & Martinez-Miller, 2007; Downey et al., 2004). Walk-through observation is that system, a powerful and intentional missing puzzle piece (Glasgow, et.al., 2014

Digital Observation of Teacher Candidates: InTASC Accountability for CAEP

Teacher preparation programs want to ensure accountability to InTASC and CAEP standard while simultaneously maximizing gains in the quality of instruction delivered by teacher candidates. The solution, research­-based, digital observation to monitor classroom practice with expected outcomes; generate real­time data for self­ reflection and collaborative dialogue; and deliver instantaneous feedback for growth and continuous improvement. The research is clear. The number one factor affecting student learning is quality of teaching (“Teachers Matter,” 2012). The number one factor affecting quality of teaching is instructional conversations (Danielson, 2009). Instructional conversations must be based on data. The Digital eWalkThrough System generates these data

Who gets the gametes? An argument for a points system for fertility patients

This paper argues that the convention of allocating donated gametes on a “first come, first served” basis should be replaced with an allocation sys-tem that takes into account more morally relevant criteria than waiting time. This conclusion was developed using an empirical bioethics method-ology, which involved a study of the views of eighteen staff members from seven UK fertility clinics, and twenty academics, policy-makers, representa-tives of patient groups, and other relevant professionals, on the allocation of donated sperm and eggs. Against these views, we consider some nu-anced ways of including criteria in a points allocation system. We argue that such a system is more ethically robust than “first come, first served”, but we acknowledge that our results suggest that a points system will meet with resistance from those working in the field. We conclude that criteria such as a patient’s age, potentially damaging substance use, and parental status should be used to allocate points and determine which patients re-ceive treatment and in what order. These and other factors should be ap-plied according to how they bear on considerations like child welfare, pa-tient welfare, and the effectiveness of the proposed treatment

Empowering Agent for Oklahoma School Learning Communities: An Examination of the Oklahoma Library Improvement Program

The purposes of this study were to determine the initial impact of the Oklahoma Library Media Improvement Grants on Oklahoma school library media programs; assess whether the Oklahoma Library Media Improvement Grants continue to contribute to Oklahoma school learning communities; and examine possible relationships between school library media programs and student academic success. It also seeks to document the history of the Oklahoma Library Media Improvement Program 1978 - 1994 and increase awareness of its influence upon the Oklahoma school library media programs. Methods of data collection included: examining Oklahoma Library Media Improvement Program archival materials; sending a survey to 1703 school principals in Oklahoma; and interviewing Oklahoma Library Media Improvement Program participants. Data collection took place over a one year period. Data analyses were conducted in three primary phases: descriptive statistics and frequencies were disaggregated to examine mean scores as they related to money spent on school library media programs; opinions of school library media programs; and possible relationships between school library media programs and student academic achievement. Analysis of variance was used in the second phase of data analysis to determine if any variation between means was significant as related to Oklahoma Library Improvement Grants, time spent in the library media center by library media specialists, principal gender, opinions of library media programs, student achievement indicators, and the region of the state in which the respondent was located. The third phase of data analysis compared longitudinal data collected in the 2000 survey with past data. The primary results indicated students in Oklahoma from schools with a centralized library media center, served by a full-time library media specialist, and the school having received one or more Library Media Improvement Grants scored significantly higher academically than students in schools not having a centralized library media center, not served by a full-time library media specialist, and the school not having received one or more Library Media Improvement Grants. Students in schools having even one of these components scored higher academically than students in schools with none of these components

Measuring nursing workload: a cautionary tale

The need to develop methods of measuring nursing workload is not new, but the search for accurate measures to calculate the demand for nursing has assumed greater significance in recent years owing to the advent of resource management and the necessity to manage efficiently the most costly resource in the NHS; that of nursing. Currently there are 23 Nurse Management Systems available to choose from and of these, some are ward nurse tracking systems/nurse deployment or rostering systems, some are designed to provide workload requirements, and others, which tend to be those introduced most recently, serve a care-planning function. This paper examines the methodologies and instruments used for measuring nursing workload and describes the rationale for selecting four Nursing Workload Management Systems (NWMs) for review. Integral to every NWM calculation is a series of parameters or assumptions. These parameters are derived, in most cases, from the results of activity analysis undertaken at the site where the chosen NWM is being implemented. The choice of basic parameters appropriate to individual wards/units is a crucial factor in the derivation of workload estimates and the financial consequences of these choices can range from £28,000 to £64,000 per annum per ward. There is general agreement that efficient nursing utilisation is becoming increasingly urgent in the “new” NHS. Whilst the reliability of all NWM systems is being questioned in the USA, criticism of NWM systems in the UK tends to be confined to certain aspects of a particular system or approach rather than to workload measurement as a whole. This UK perspective must be widened by the recognition of the fundamental weaknesses of reliability and consistency of NWM systems.nursing, workload

Role of the Srs2-Rad51 Interaction Domain in Crossover Control in Saccharomyces cerevisiae.

Saccharomyces cerevisiae Srs2, in addition to its well-documented antirecombination activity, has been proposed to play a role in promoting synthesis-dependent strand annealing (SDSA). Here we report the identification and characterization of an SRS2 mutant with a single amino acid substitution (srs2-F891A) that specifically affects the Srs2 pro-SDSA function. This residue is located within the Srs2-Rad51 interaction domain and embedded within a protein sequence resembling a BRC repeat motif. The srs2-F891A mutation leads to a complete loss of interaction with Rad51 as measured through yeast two-hybrid analysis and a partial loss of interaction as determined through protein pull-down assays with purified Srs2, Srs2-F891A, and Rad51 proteins. Even though previous work has shown that internal deletions of the Srs2-Rad51 interaction domain block Srs2 antirecombination activity in vitro, the Srs2-F891A mutant protein, despite its weakened interaction with Rad51, exhibits no measurable defect in antirecombination activity in vitro or in vivo Surprisingly, srs2-F891A shows a robust shift from noncrossover to crossover repair products in a plasmid-based gap repair assay, but not in an ectopic physical recombination assay. Our findings suggest that the Srs2 C-terminal Rad51 interaction domain is more complex than previously thought, containing multiple interaction sites with unique effects on Srs2 activity

Australian perspective regarding recommendations for physical activity and exercise rehabilitation in pulmonary arterial hypertension

Aim: To determine the opinion of health care professionals within Australia, regarding acceptable levels of exertion and symptoms, and referral for exercise rehabilitation in patients with pulmonary arterial hypertension (PAH). Method: In 2010, 76 health care professionals at a specialist pulmonary hypertension meeting in Australia were surveyed using a self-administered questionnaire. The questionnaire included case studies of patients with PAH in World Health Organization (WHO) functional classes II–IV. For each case study, respondents were asked to report their opinion regarding the acceptable level of exertion and symptoms during daily activities, and whether they would refer the patient for exercise rehabilitation. Three additional questions asked about advice in relation to four specific physical activities. Results: The response rate was 70% (n = 53). Overall, 58% of respondents recommended patients undertake daily activities 'as tolerated'. There was no consensus regarding acceptable levels of breathlessness or fatigue, but the majority of respondents considered patients should have no chest pain (73%) and no more than mild light-headedness (92%) during daily activities. Overall, 63% of respondents would have referred patients for exercise rehabilitation. There was little difference in opinion regarding the acceptable level of exertion or symptoms, or referral for exercise rehabilitation, according to functional class. However, the patients' functional class did influence the advice given regarding the specific physical activities. Conclusion: In 2010, there were inconsistencies between individual health care professionals within Australia regarding appropriate levels of physical exertion and acceptable symptoms during daily activities. Almost two-thirds of the respondents reported they would refer patients for exercise rehabilitation

The Pursuit of Happiness: A new ambition for our mental health

Chaired by former MP and minister for mental health, Paul Burstow, the CentreForum Mental Health Commission undertook a 12 month study of the state of wellbeing in England by identifying five key priorities between now and 2020