Comparing teacher candidates’ uptake across the two programs highlights the important role that tools can play in the support of novice teacher uptake. Windschitl et al. (2012) have empirically shown that once novices accept a practice as effective for facilitating student learning and frameworks for activities and discourse are in place, then tools can be developed to aid the enactment of these powerful interactions. They found that merely presenting a set of core instructional science practices did not further uptake of practice. Rather, “practice appeared to be influenced by the collectively developed pool of instructional resources that were created by participants themselves … [and] the most prominent example of a participant-developed resource [was] the face-to-face tools” (Windschitl et al., 2012, p. 893).
Our CPM Implementation Toolbox contains implementation resources and tools for use by California Child Welfare Directors and their implementation teams to help install and advance CPM in their locations. Learn how the Directors Institute is providing opportunities, resources and support to our cohort of effective leaders in order to support and sustain CPM implementation. Here you will also find our periodic newsletter along with links and resources from our Shared Learning Events. Our free online Praxis Core Practice Tests are designed by leading educators based on the official content specifications and closely replicate all aspects of the actual exam, including test length, content areas, difficulty level and question types.

Change management professionals will highlight these as part of a discovery phase at the start of a project, quantifying ROI over time as well as the additional transparency Kanban delivers. It becomes easier working with existing project managers too, as they will not feel threatened by changes coming their way. Mobile patient-care equipment such as blood glucose monitors must be promptly cleaned and disinfected between uses and care should be taken to minimize contamination if the equipment must be taken into the patient room.

How to Study Effectively

FOR THE SIXTEENTH year in a row, nurses have been recognized as the most trusted profession in the United States.1 The value of ethics and integrity continue to be recognized and appreciated by those we serve—our patients and their families. It’s our responsibility to provide and perform care that adheres to best practice evidence consistently and reliably. One area where care must consistently align with best practice is infection prevention and control. The core practices in this document should be implemented in all settings where healthcare is delivered. These venues include both inpatient settings (e.g., acute, long-term care) and outpatient settings (e.g., clinics, urgent care, ambulatory surgical centers, imaging centers, dialysis centers, physical therapy and rehabilitation centers, alternative medicine clinics). In addition, these practices apply to healthcare delivered in settings other than traditional healthcare facilities, such as homes, assisted living communities, pharmacies, and health fairs.

Practices 1, 2, and 7 are independent, general practices in computer science that complement computational thinking. Computational thinking refers to the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer. Computational thinking requires understanding the capabilities of computers, formulating problems to be addressed by a computer, and designing algorithms that a computer can execute. At the heart of the California Core Practice Model (CPM) are two sets of behaviors, practice behaviors and leadership behaviors, which create an environment conducive to implementation of the CPM in county child welfare agencies. Students will be evaluated on a regular basis to measure their progress against the standards for their grade level, and whether or not they receive a high school diploma will depend in large part on their meeting these standards. Having a consistent standard across the United States is not a magic solution that will solve all the problems in our nation’s schools, but it will certainly play a key role in education reform, for several reasons.
The use of tools created and adapted by novices provides space for teachers to move beyond what could be the mechanical execution of a series of moves. These tools support the difficult work of leading discussions by focusing the cognitive work and, at times, making explicit space for attending to context. Both discursive and organizational tools played a significant role in teacher candidate uptake for both the rehearsal and the classroom discussions. The organizational tool of the summary table starkly differentiated how teacher candidates represented ideas publicly between Mark and Matt’s candidates.

Core Four Practice: Chill

Core practices include both general and content-specific practices and consist of strategies, routines, and moves that can be unpacked and learned by teachers. Their enactment occurs within the complexities of teaching and thus cannot be decontextualized from the histories and policies of schooling, where teaching occurs, or who students are. Core practices must be grounded in principles for high-quality, equity-centered instruction. Four teacher candidates, Bill, Erica, Mary, and Penny (all candidate names are pseudonyms) were part of Matt’s eighteen-person Science Methods I course. All four candidates had undergraduate degrees in either biology or chemistry, and none had prior teaching experience. Similarly, four teacher candidates, Doug, Ricardo, Kelly, and Mandy were part of Mark’s thirteen-person science methods course.
This principle relates closely to the first one and is also a key one in Agile and Scrum. The notion of continuous development is shared by both, as is delivering change in small, manageable increments. Kanban principles and practices today are different from those developed in the 1940s when the methodology was originally developed. Over the decades, advances in technology and innovation have transformed industries meaning that Kanban’s just-in-time and pull systems have expanded beyond manufacturing.
From the extensive research I’ve done, as well as being employed to develop and score state testing materials, I’ve learned that the standards involving functions and linear equations are HEAVILY weighted in the standardized testing. As a result, this practice test is reflective of that information and has been designed accordingly. By preventing infection, the use of antibiotics may be unnecessary thereby reducing opportunities for the development of drug resistance. Intro to the Pelvic Floor and Diastasis Recti Essentials is a 5 hour course that will cover the essentials so you can feel confident working with those with pelvic floor dysfunction or diastasis recti.
Preventing infection requires engagement of patients, their families, and caregivers, as well as other healthcare providers. Patients must be empowered and enabled to perform self-care in a way that minimizes preventable harm. Patient and caregiver engagement includes sharing information, assessing their ability to perform desired tasks, ensuring they have the ability to perform those tasks, evaluating that performance, and providing feedback regarding improvement. Information and training methods must recognize language and health literacy capabilities and barriers.

In contrast, Matt’s teacher candidates were not introduced to a formal tool for representations and the act of making decisions about which student ideas to represent publicly was mostly absent from rehearsals and then only addressed by two teacher candidates in the classroom discussions. Cycles of learning framed by teacher educator modeling and subsequent teacher candidate rehearsal begin with teacher candidates playing the role of students while engaging in the disciplinary thinking and scientific practices authentic to a science classroom. During this modeling, action can be stopped to draw attention to moves by the ‘teacher’ or entertain questions by the teacher candidates about why certain instructional choices were made, for example, “Why did you re-voice her idea in that way? ” This form of modeling is one of a suite of teacher education pedagogies that combines analysis and enactment of practice for teacher candidates.
Protecting patient safety may require nurses to intervene before other healthcare personnel touch a patient without performing proper hand hygiene or when there’s movement between environmental surfaces or objects that may be contaminated, without the necessary performance of hand hygiene. The California Child Welfare Core Practice Model (PDF file) is a statewide effort to develop and implement a framework to support child welfare practice and allow child welfare professionals to be more effective in their roles. At its foundation, it is the way we protect and improve the health of people and communities. This includes all populations  with a focus on the need to create health equity by working with marginalized and historically excluded populations. Advancements in public health and preventive medicine influence health behaviors, disease prevention, violence and injury prevention, chronic disease management and more. While these core practices have always been a part of our work, we now see them more clearly due to countless hours of implementing student-centered coaching in a variety of schools and districts.
Finally, we discuss the implications of the results for whether, when, and how teacher candidates take up the practice of facilitating sensemaking discussions. The absence of uptake in rehearsals and the reappearance of uptake in classroom discussions might also result from the necessary artificiality that is embedded within the rehearsals. Working with peers who cooperate fully and who already have a common understanding of acceptable participation norms means that some elements of practice can be overlooked in the rehearsals.
These tests are ideal for helping your learner get the Common Core Mathematics study help he or she needs. This site is a resource to provide county professionals with tools, guidance and support as they implement the CPM – a deeper way to work with families to improve safety and outcomes for children. At Core, each patient receives care from their personal physician who spends the necessary time with them and is accessible when needed. There is no pressure to see over twenty patients a day and no requirement to check off a list of questions that do not impact a patient’s long term health.
Mark’s science methods course focused on a coordinated set of four core practices, one of which included the facilitation of sensemaking discussions. Candidates experienced the practice as learners as Mark modeled a discussion and made his thinking visible about key elements of the practice. Specific conceptual tools, such as a summary table, were also introduced as part of the practice and required for use by all rehearsing teacher candidates. Summary tables capture the collective understanding of students in relation to a preceding phenomenon or material activity. The summary table allows teachers to record agreed upon patterns, causal explanations, and connections to other phenomena. Similar to the rehearsals conducted at Notre Dame, candidates at the University of Washington practiced and received feedback on their facilitation of discussions with three other “students” and the teacher educator.
Our program term typically lasts from October through early May, with the next Bay Area cohort beginning in January 2023. Standard precautions require personnel to consider the type of activity in which they’ll use the appropriate type and level of PPE to prevent exposure to microorganisms, use that PPE correctly, remove it in a way that prevents self-contamination, and dispose of it in appropriate waste receptacles. Donning of gowns, gloves, masks, and eye protection may be warranted when extubating patients because exposure to respiratory secretions may occur as the patient coughs upon removal of the device. There
are no other grade-specific teacher resource books that cover Common
Core State Standards in English Language Arts with a focus on reading

complex texts and responding in writing to those texts.

There is no common curriculum for the preparation of teachers or best practices around the design of courses such as those focusing on instructional methods (Clift & Brady, 2005; Wilson, Floden, & Ferrini-Mundy, 2002). Data from a national sample of elementary science methods courses (Smith & Gess-Newsome, 2004) indicated that instructors chose course content based on self-selected objectives and perceived program needs. The authors concluded that, “what happens in methods classes depends largely on the beliefs and knowledge of the instructor” (p. 107). There is little evidence that these preparatory experiences draw upon the respective knowledge bases of how K-12 students or pre-professionals learn.
Questions test assumptions, invite participation in the discussion, gather information from other group members and probe for hidden points. Effective questions help a group to move beyond symptoms of a problem and get the root causes. Based on your diagnostic results and practice performance, we’ll recommend lessons and exercises at just the right level. This graphic below describes the intersection between practices in computer science, science and engineering, and mathematics.
We also know that this redesign will only be successful if we leverage the expertise and experience of those closest to the challenge – our educators, leaders, students and communities. Sustaining a strong public health and preventive medicine infrastructure is critical to reducing disease, disability and deathacross communities. Effective public health practice – promoting health through policy, education, outreach and access – promotes health equity and wellbeing, reduces disparities and closes gaps in care, makes our health system more cost-effective and efficient at delivering care and maximizes the potential of our communities.
While it is essential for teacher candidates to address the broader political and historical inequities that exist as a part of society and schooling (Zeichner, 2012), this paper focuses on only one aspect of one course within teacher training. Thus, it is beyond the scope of this paper to detail how the formation of these teacher candidates addresses the broadest and most systemic issues of equity. The following data describe Mark’s candidates’ rehearsals and classroom discussions that both directly followed students engaging in material activity.
The digital era has created new markets altogether, including ones powered by software running on computers and online. As a result of INP, I have a stronger sense of self, including who I am as a leader—and that is empowering and invaluable. And at a tactical level, the INP program has provided me with a plethora of tools and broadened my horizon to new ways of thinking. We actively recruit diverse classes in order to strengthen students’ learning experience and build a leadership pipeline that reflects our communities.
The preparation of novice science teachers to facilitate sensemaking discussions presents an interesting case to explore aspects of practice-based teacher education for several key reasons. Nearly thirty years ago, Lemke (1990) argued that science is a social process that is both conducted and understood through talk. For young people, making sense of the natural world requires understanding the major accounts of science by doing science, and doing science requires that students engage in the practice of communicating and negotiating ideas. More recent national standards (NGSS Lead States, 2013) reinforce the importance of student talk—that it is necessary for the construction of and deliberations about models, arguments, and explanations.
Dr. Robson has a passion for women’s health and contraception, caring for families across generations, and nutrition in medicine. Colin Campbell Center for Nutrition Studies at Cornell University and is a WellStart Health Coach. Outside of medicine, Dr Robson loves traveling, exploring the outdoors, The Office, spending time with friends and family and is currently learning to play golf with her husband, Carl. This book represents 25 years of collaboration with our school partners to describe the ideal school environment.
Ideas or practices from the preparation experiences become one of a body of resources that novices can draw upon to plan and enact instruction (Horn, Nolen, Ward, & Campbell, 2008; Nolen, Horn, Ward, & Childers, 2011). Similar to Mark’s teacher candidates, elements of closing the discussion were minimally present and sporadic. In connecting the dots from the methods course where the close was explicitly discussed in terms of “students have to close and summarize the discussion, not [the teacher]“, only Penny held students responsible for the close in both the rehearsal and the classroom discussion. In attempting to have students close the discussion in her classroom, Penny stated, “So, can someone connect all those pieces? ” Perhaps understandably, given the 15-min timeframe for the rehearsals, two of the teacher candidates did not provide any type of close during the rehearsals. But the lack of focus on the close extended into the classroom discussion with only Mary and Penny holding students responsible for the close.
Use EL Education’s Core Practices to create school-specific tools for observation, reflection, and learning. By taking advantage of these resources, students can determine their strengths and weaknesses, and pinpoint those areas where they may be falling short of the standards. Parents should encourage their children to make use of these resources, and monitor their results, as study after study has demonstrated conclusively that children whose parents take an active interest in their education almost always excel. While teachers will play a key role in helping students gain the skills and knowledge required by these standards, it will be up to the student to actually pass the exams.