Diana Miladinovic Salama Bint Butti School Group: One Training Program Title : Student Engagement Overview The training is primarily needed to those teachers especially whose experience is new and need to know on how to improve students’ behavior and their level of performance. In order to make an effective interaction with the students of various psychologies and behaviors the teachers need to take a professional and development training process. GENERAL OBJECTIVES: To evaluate the impact of teacher’s training and development session in order to enhance the professional attitude To handle the students of different behavioral as well as psychological attitudes inside the classroom To identify the areas on how to improve the results of students by providing them a systematic guideline To acquire knowledge: Target Group: Monia Nasr Ben Farhat – Head of English Department. Grades :10 and 12. Dedra Thornton - English Teacher. Grade 10. Aimee Rhoden: English Teacher. Grade 11. Marisa Johns: English Teacher. Grade 12. Anna Bullock: English Teacher. Grade 12. Kulthum Ismail : English Teacher. Grade 10. Lucy Kibbler : English Teacher. Grade 10. Jacqueline Jollife: English Teacher. Grade 11. Ayanna Hampton: English Teacher. Grade 11. Huda Al Daheri: Head of the ICT Department. Grade 12. Total number of teachers in the school : 72. Evaluation Plan Level Tool Time of Implementation Target Group Justification Frequency Reaction Questionnaire (to measure the trainees’ reaction) At the end of the training program. 10/72 14% of the teaching staff The answers to the questionnaire will assist in evaluating the training program and its content and gives insight into ways to improve them in the future. It can be easily implemented and is low cost. Once Learning Trainees self-assessment ( KWL chart) At the end of a training session. 10/72 14% of the teaching staff “It’s important to capitalize on the rich prior experience that adult learners have when they enter the training by incorporating that experience into the session.” The participants will complete a K-W-L chart on flipchart paper, in which the participants list what they know and what they want to know at the beginning of the ession, and what they have learnt following the session. ( “Adult Learning Principles” , www.strengtheningonprofits.org) End of a session. Application Observation of the performance of the trainees in the workplace Walk-throughs and formal observations of lessons in the following 3-6 months after the delivery of the session. 10/72 14% of the teaching staff School administration can assist immensely in this process. They tend to do frequent walkthrough observations and once a term, complete a formal observation of all teaching staff. Their reports can confirm what has happened before and after the training. They can give “ measurable, objective feedback on the performance.” ( “Training Today- Ensure your training is effective”, www.trainingtoday.blr.com) Once (Formal observation) Impact Comparing the performance of the target group before the training and after the training. At the end of Semester One observations of teachers. 10/72 14% of the teaching staff Comparing the two performance observations will shed light on whether there is professional growth. ( Curriculum and professionalism category) Twice Tool 1 Trainer’s name: …………………………………… Program Title: Student Engagement Organizing Entity: Abu Dhabi Education Council Training Start Date: Semester One, 2017 Evaluation Items Excellent (5) Very Good (4) Good (3) ¬Acceptable (2) Weak(1) The trainer’s expertise and knowledge of the training topic. The trainer’s ability to connect and communicate with the trainees. Size of the training room Ventilation Access to washrooms/bathrooms Time of the training Relevance of the training material in the training objectives The ratio of the theoretical material to the practical one is appropriate For next time, what do you recommend in order to improve the training programme? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. What is it that you want to practice and implement for your students after leaving the training room? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Tool 2 Trainer’s Name:……………………… Date : …………………………………… Session Title : Strategies for student engagement K W L Tool 3 Day: Grade Level: Class: Lesson: Teacher: Teacher Observation Summary Sheet for a specific point of focus Engagement of the students and behavioural management What we are Looking for? Comments / what was done Recommendations or suggestions if necessary(this column should only be used when issues need to be fixed – there are many different ways to deliver a lesson effectively) Keep all students engaged (doing the intended exercise) throughout the observation Correct unnecessary behaviour immediately? Praise good achievement and effort? Treat all students equitably and with respect? Follow the ADEC and school Guidelines for managing student behaviour Create an environment that encourages constructive student involvement Encourage the students to use a variety of problem solving techniques Listen and respond to pupils and give support The students are working: ○ individually ○ in pairs ○ in groups ○ as a whole class Any other point of interest noticed during the observation Both signatures are required: Observer ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬_______________________ Teacher observed: ¬¬¬¬¬¬¬_______________________ Tool 4 – The focus is on the highlighted standards as it is linked with the training sessions. Mid –year evaluation data chart: 10 participants Professional Standards Pre-Foundation Foundation Emerging Established Accomplished Total Standard 1 : The profession Standard 2: The curriculum Standard 3: The classroom Standard 4: The community End of year evaluation data chart Professional Standards Pre-Foundation Foundation Emerging Established Accomplished Total Standard 1 : The profession Standard 2: The curriculum Standard 3: The classroom Standard 4: The community .