Developing Educational Pathways Sample Clauses

Developing Educational Pathways. In many science centres and museums a series of educational paths (usually connected with the school curriculum) are available on the websites (see Figure 4.2). Eugenides Foundation in Athens and the Deutches Museum in Munich are implementing this approach. Creating pathways to connect schools and science centres means identifying methods by which to embed a visit of a school class to a science centre or a museum in a way the students can learn optimally and the visit can be integrated into the learning process most efficiently so it is not a singular experience. The visit has to be prepared in the classroom before and the learning experience has to be deepened being back in school afterwards. Advanced communication technologies can help by supporting communication and data flow between the different locations and provide a repository of all digital learning materials and outcomes of the visit. Data produced during the visit while examining the exhibit should be easily accessible when being back in the classroom. CONNECT and EXPLOAR projects has developed these ideas further by developing a Virtual Science Centre (Xxxxxxxx & Bogner 2008, Xxxxx et al, 2009) that presents a distributed learning environment with numerous virtual exhibits from a large network of European science centres and museums (see Figure 4.3). The project teams have developed a number of educational pathway patterns that are designed to support the integration of the informal learning experience in the science centre into the formal school learning processes optimally. It is important to mention that the CONNECT pathways provide many different learning opportunities for the students, which the teacher can adopt, adapt, and modify as desired. It is important for the teacher to give students the opportunity to play and experiment with the virtual exhibits, before and during these activities. The approach also encourages teachers to make suggestions and develop their own activities (e.g., involving creative problem-solving and inquiry based approaches, role play and student collaboration). The CONNECT project suggests a three-phase structure of an educational pathway including a virtual science centre visit (Xxxxxxxx & Bogner 2008).
Sample 1
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Related to Developing Educational Pathways

  • Innovative Scheduling Schedules which are inconsistent with the Collective Agreement provisions may be developed in order to improve quality of working life, support continuity of resident care, ensure adequate staffing resources, and support cost-efficiency. The parties agree that such innovative schedules may be determined locally by the Home and the Union subject to the following principles:

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:

  • Educational Program a. The educational program of the School (Section 4, Subsection 6 from the original contract and unchanged here) is as follows:

  • Training Program It is agreed that there shall be an Apprenticeship Training Program, the provisions of which are set forth in Exhibit "C", which is attached hereto and forms part of this Agreement.

  • Resident Educator Program The four-year program is designed to provide newly licensed Ohio educators quality mentoring and guidance. Successful completion of the residency program is required to advance to a five-year professional educator license.

  • EDUCATION PROGRAM Measure 1a Is the school implementing the material elements of its Educational Program as defined in the charter contract? Meets Standard: The school implemented the material elements of its Educational Program in all material respects, and, in operation, the education program reflects the essential terms as defined in the charter contract, or the school has obtained approval for a modification to the essential terms. Measure 1b Is the school complying with applicable education requirements? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to education requirements, including but not limited to: • Academic standards, including Common Core • Graduation requirements • State assessment and student testing • Implementation of mandated programming as a result of state or federal funding, including Title I and Title II funding Measure 1c Is the school protecting the rights of students with disabilities? Meets Standard: Consistent with the school’s status and responsibilities as a school within a single LEA under the State Department of Education, the school materially complies with applicable laws, rules, regulations and provisions of the charter contract (including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act) relating to the treatment of students with identified disabilities and those suspected of having a disability, including but not limited to: • Equitable access and opportunity to enroll • Identification and referral • Appropriate development and implementation of Individualized Education Plans (IEPs) and Section 504 plans • Operational compliance including the academic program, assessments and all other aspects of the school’s program and responsibilities • Discipline, including due process protections, manifestation determinations and behavioral intervention plans • Access to the school’s facility and program to students in a lawful manner and consistent with students’ IEPs or Section 504 plans • Appropriate use of all available, applicable funding Measure 1d Is the school protecting the rights of English Language Learner (ELL) students? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to ELL requirements (including Title III of the Elementary and Secondary Education Act [ESEA] and U.S. Department of Education authorities), including but not limited to: • Equitable access and opportunity to enroll • Required policies related to the service of ELL students • Proper steps for identification of students in need of ELL services • Appropriate and equitable delivery of services to identified students • Appropriate accommodations on assessments • Exiting of students from ELL services • Ongoing monitoring of exited students

  • Adult Education Teachers of Adult Education shall be paid at the rate of thirty-five ($35.00) an hour. Break time will not be deducted from teachers’ pay.

  • Distance Education Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technologies. All distance education courses and sections will be designated as such in the District schedule of classes. Distance education courses include hybrid (see glossary) instruction and fully online instruction.

  • Educational Pricing All Products to be supplied for educational purposes that are subject to educational discounts shall be identified in the Bid and such discounts shall be made available to qualifying institutions.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

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