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Comprehensive Teacher Evaluation & Professional Development System Summer 2015
POJOAQUE VALLEY SCHOOLS COMPREHENSIVE TEACHER EVALUATION & PROFESSIONAL DEVELOPMENT SYSTEM SUMMER 2015 Strengthening our future one student at a time! 1574 State Road 502 West Santa Fe, New Mexico 87506 Central Office: (505) 455-2282 Fax: (505) 455-7152 www.pvs.k12.nm.us 0 POJOAQUE VALLEY SCHOOL DISTRCT Comprehensive Teacher Evaluation and Professional Development System TABLE OF CONTENTS Section 1 (Updated Summer 2015) Page Introduction 3 Calendar and Schedule 4 Crosswalk of NM Teacher Competencies and NM TEACH Domains 6 Frequency of Scoring 7 Concerns/Complaints 7 Third Observer 8 Growth Plan 8 Appeal of Evaluations 9 Development of Growth Plan 9 Link to the 3 Tier System 10 The Difference Between Highly Effective and Exemplary 10 Format and Components of Lesson Plans 10 Effective Strategies 11 Marzano’s Academic Vocabulary for Student Success 10 Grades K through 2 11 Grades 3 through 5 28 Grades 6 through 8 56 Grades 9 through 12 83 Four Square Activity 111 Academic Literacy Notebooks 113 ACE Strategies 115 Sections 2 through 5 contain the observation protocol with clear and expanded definitions and examples Section 2 123 Domain 1 Elements A through F Planning and Preparation Section 3 163 Domain 2 Elements A through E Creating an Environment for Learning Section 4 191 Domain 3 Elements A through E Teaching for Learning Section 5 225 Domain 4 Elements A through F Professionalism 1 POJOAQUE VALLEY SCHOOL DISTRICT BOARD OF EDUCATION Mr. Jon Paul Romero President Mr. Fernando Quintana Vice-President Mr. Toby Velasquez Secretary Ms. Sharon Dogruel Member Mr. Jeffery Atencio Member Dr. -
Doctor of Philosophy
RICE UNIVERSITY Remaking African America in the Lower Mississippi Valley, 1790–1860 By William D. Jones A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE Doctor of Philosophy APPROVED, THESIS COMMITTEE James Sidbury James Sidbury (Apr 13, 2020) James Sidbury Professor, History William McDaniel (Apr 13, 2020) W. Caleb McDaniel Associate Professor, History Jeffrey Fleisher Associate Professor, Anthropology HOUSTON, TEXAS April 2020 Copyright © 2020 by William D. Jones ABSTRACT Remaking African America in the Lower Mississippi Valley, 1790–1860 by William D. Jones This dissertation is a history of black life in the wake of forced migration to the lower Mississippi Valley during the nineteenth century. It is a history of bought and brought enslaved people, of the local material and environmental conditions that drove their forced migration; of the archives that recorded their plight; of the families and churches they remade; and of how they resisted. Its focus is Louisiana because the consequences of the domestic slave trade there were intense, and unique local archives can measure them. If Africans and their descendants made African America in the coastal plains of North America during the seventeenth and eighteenth centuries, a narrative that historians have extensively explored in colonial Virginia, Maryland, South Carolina, and Louisiana, their descendants remade African America in the lower Mississippi Valley during the nineteenth century. Stripped from their homes to supply the labor for the nineteenth-century cotton and sugar revolutions, black men and women brought to Louisiana remade friends, families, and communities in the new sites of their enslavement. And they remade identities. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough,margins, substandard and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information Company 300 Nortti Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313,'761-4700 800/521-0600 Order Number 9401306 A quest for self-determination: The African Methodist Episcopal church during the age of imperialism, 1884-1916 Little, Lawrence S., Ph.D. -
Hemispheric and Intercolonial Migrations in the Rt Ans-Atlantic Slave Trade, 1660-1807 Neal D
University of South Carolina Scholar Commons Theses and Dissertations 2016 A Culture Of Commodification: Hemispheric And Intercolonial Migrations In The rT ans-Atlantic Slave Trade, 1660-1807 Neal D. Polhemus University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the History Commons Recommended Citation Polhemus, N. D.(2016). A Culture Of Commodification: Hemispheric And Intercolonial Migrations In The Trans-Atlantic Slave Trade, 1660-1807. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/3934 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A CULTURE OF COMMODIFICATION: HEMISPHERIC AND INTERCOLONIAL MIGRATIONS IN THE TRANS-ATLANTIC SLAVE TRADE, 1660-1807 by Neal D. Polhemus Bachelor of Science College of Charleston, 2003 Master of Arts College of Charleston, 2010 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in History College of Arts and Sciences University of South Carolina 2016 Accepted by: Matt D. Childs, Major Professor Daniel Littlefield, Committee Member Woody Holton, Committee Member Josh Grace, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Neal D. Polhemus, 2016 All Rights Reserved. ii ACKNOWLEDGEMENTS It has been a long journey to this point, and along the way I have received the assistance of many people. First and foremost, I thank my parents Peter and Jill Polhemus for instilling in me the important values of hard-work, sacrifice and determination. -
UD 014 670 Multicultural Textbooks; Negro History; Puerto
DOCUMENT RESUME ED 099 447 UD 014 670 AUTHOR Mack, Louise; Flowers, Hazel TITLE Providing K-12 Multi-Cultural CurricularExperiences. Revised Edition. INSTITUTION Ohio State Dept. of Education, Columbus.Office of Equal Educational Opportunity. SPONS AGENCY Office of Education (DREW), Washington,D.C. PUB DATE an 74 NOTE 75p. AVAILABLE FROMOffice of Equal Educational Opportunity,65 S. Front Street, Suite 1015, Columbus, Ohio43215 EDRS PRICE MF-$0.75 HC Not Available from EDRS. PLUSPOSTAGE DESCRIPTORS African American Studies; American Indians; *Biculturalism; Cultural Interrelationships; Curriculum Development; *Curriculum Guides; *Elementary School Curriculum; *High School Curriculum; *Kindergarten; Mexican Americans; Multicultural Textbooks; Negro History; Puerto Ricans IDENTIFIERS Ohio ABSTRACT This curriculum guide seeks to provideteachers with a brief account offour minority groups in theUnited States: Afro-Americans, American Indians,Mexican-Americans, and Puerto Ricans. Because Afro-Americans consitute thelargess. minority group, they are dealt with moreextensively than the other three groups. This curriculum guide is designed tobe used by teachers in all subject areas in grades Kindergartenthrough 12, as they incorporate minority history anl culture into thetotal curriculum. Teachers should not be limited by the informationand sources in this publication; due to space limitations, theguide is a highlighting of events rather than a comprehensivehistory. There are three ways to locate information; by subject matter,by date, and by means of the alphabetical index. To speed the locationof material pertaining to Ohioans and Ohio history, a color screenhas been applied to this material. This curriculum guide lendsitself to a variety of teaching methods. Two of these are:(1) NPresent-to-past.ft This method capitalizes on students' awareness of currentevents. -
Burns Chronicle 2010
Robert Burns World Federation Limited www.rbwf.org.uk 2010 The digital conversion of this Burns Chronicle was sponsored by The Chesterfield and District Caledonian Association The digital conversion was provided by Solway Offset Services Ltd by permission of the Robert Burns World Federation Limited to whom all Copyright title belongs. www.solwayprint.co.uk It Could Only Be BURNS Manor Kingdom CHRONICLE SPRING 2010 Photograph for reference only reference Photograph for Freephone 0800 804 8082 Printers, Dumfries. Tel: 01387 262960 Tel: Printers, Dumfries. the www.manorkingdom.com The Globe Inn, Dumfries 400th Anniversary Solway Offset Solway Offset A ROBERT BURNS WORLD FEDERATION PUBLICATION Betty has enjoyed many special events during her ‘Burnsian years’ but perhaps the Motto — “A man’s a man for a’ that” highlight over the years was her Presidency of the SSCBA during the commemorations of 1996. This was a particularly busy year and she carried out her duties with dignity and aplomb. Attending a Dinner with Prime Minister John Major and his wife Norma THE ROBERT BURNS WORLD FEDERATION LTD at Shambellie House Dumfries was memorable as was taking part in the Parade on 21st Company Registration No. 196895. Scottish Charity No. SCO29099 July 1996 to mark the Bicentenary of the death of Robert Burns when at the Mausoleum (Formerly THE BURNS FEDERATION) Instituted 1885 wreaths were accepted by Lord Clyde from people and organisations from many parts of the world. The Dinner in the evening was a grand affair and ably chaired by President HEADQUARTERS: DEAN CASTLE COUNTRY PARK, DOWER HOUSE, KILMARNOCK. KA3 1XB. -
The Logistics of the Roman Army at War (264 B.C. - A.D
THE LOGISTICS OF THE ROMAN ARMY AT WAR (264 B.C. - A.D. 235) JONATHAN P. ROTH BRILL THE LOGISTICS OF THE ROMAN ARMY AT WAR (264 B.C. - A.D. 235) COLUMBIA STUDIES IN THE CLASSICAL TRADITION under the direction of WILLIAM V. HARRIS (Editor) • PAUL OSKAR KRISTELLER EUGENE F. RICE, JR. • ALAN CAMERON JAMES A. COULTER • RICHARD BRILLIANT SUZANNE SAID VOLUME XXIII THE LOGISTICS OF THE ROMAN ARMY AT WAR (264 B.C. - A.D. 235) BY JONATHAN P. ROTH BRILL LEIDEN • BOSTON • KÖLN 1999 This book is printed on acid -free paper. Library of Congress Cataloging-in-Publication Data Roth, Jonathan, 1955– The logistics of the Roman army at war (264 B.C.-A.D. 235) / by Jonathan P. Roth. p. cm. — (Columbia studies in the classical tradition, ISSN 0166-1302 ; v. 23) Includes bibliographical references and indexes. ISBN 9004112715 (cloth : alk. paper) 1. Rome—Army—Supplies and stores. 2. Rome—Army– –Transportation—Equipment and supplies. 3. Logistics. 4. Rome– –History, Military—265-30 B.C. 5. Rome—History, Military—30 B.C.-476 A.D. I. Title. II. Series. DG89.R675 1998 355.4’11’0937—dc21 98–42368 CIP Die Deutsche Bibliothek - CIP-Einheitsaufnahme Roth, Jonathan P.: The logistics of the Roman army at war : (264 b.c. - a.d. 235) / by Jonathan P. Roth. – Leiden ; Boston ; Köln : Brill, 1998 (Columbia studies in the classical tradition ; Vol. 23) ISBN 90–04–11271–5 ISSN 0166-1302 ISBN 90 04 11271 5 © Copyright 1999 by The Trustees of Columbia University in the City of New York All rights reserved. -
Marzano's Vocabulary and Other Strategies
The next pages provide information about Marzano’s academic vocabulary for student success. Suggestions for Using Marzano’s Vocabulary and Concepts Utilize four critical questions in lesson planning and presentation: 1. What do we want students to be able to know and do? 2. How will we know if they are able to do it? 3. What will we do if they are not able to do it? 4. What will we do if they already know how to do it? • Determine what vocabulary words students already know. • Assess how the vocabulary fits with the adopted standards at appropriate grade level. • Utilize Bloom’s Taxonomy to develop strategies for higher level critical thinking skills: knowledge, comprehension, application, analysis, synthesis, evaluation and link the common core and detail in Domains 2 and 3 of the teacher evaluation rubric. • Relate the words to the student’s background. • Have grade level planning groups to develop strategies. • Develop a “Word Wall” for each content area; Science, Math, Social Studies, Reading, etc. • Develop spelling strategies (not in isolation) for comprehension development. • Post and link a vocabulary “Word for the Day” to each content area. • Develop strategies to identify word patterns, parts of speech, root words, etc. • Assess and evaluate students’ learning of the vocabulary and concepts. 13 Vocabulary and Concepts for Grades K-2 Building Background Knowledge for Academic Achievement (2005) Research on What Works in Schools Robert J. Marzano Robert J. Marzano created an appendix in his book, Building Background Knowledge for Academic Achievement for the purpose of supporting teaching, learning, and preparing students for the world outside public education. -
Scotland & the Slave Trade
Scotland & the Slave Trade Tobacco ships at Port Glasgow Glasgow City Archives and Special Collections For more information, visit www.ntslearning.org.uk The National Trust for Scotland for Places of Historic Interest or Natural Beauty is a charity registered in Scotland, Charity Number SC 007410 and depends for its support on the subscriptions of its members, donations and legacies. Copyright © 2011 the National Trust for Scotland. 1 The National Trust for Scotland Scotland and the Slave Trade Scotland & the Slave Trade This resource pack has been created for teachers and youth leaders. It provides information about Scotland and the slave trade, describing how the trade worked and how it benefitted Scotland. Three houses (cared for by the Trust) illustrate different ways in which Scotland was involved in the trade. The transatlantic slave trade affected countries (or tribal areas) in West Africa. David Livingstone’s campaign against the East African slave trade is also considered here. The pack is suitable for anyone who wishes to learn more about the slave trade - and, in particular, its connection to Scotland For more information, visit www.ntslearning.org.uk The National Trust for Scotland for Places of Historic Interest or Natural Beauty is a charity registered in Scotland, Charity Number SC 007410 and depends for its support on the subscriptions of its members, donations and legacies. Copyright © 2011 the National Trust for Scotland. 2 The National Trust for Scotland Scotland and the Slave Trade Contents 1.0 Slave Trade 1.1 Triangular Trade 1.2 The Trader 1.3 A Lost Population 1.4 The Journey 1.5 A Profitable Business 1.6 On the Plantations 1.7 Enslaved Africans in Scotland 1.8 Abolition 1.9 A List of Slaves 2.0 Dilemmas 3.0 Resources 3.1 Books 3.2 Websites 4.0 Contact For more information, visit www.ntslearning.org.uk The National Trust for Scotland for Places of Historic Interest or Natural Beauty is a charity registered in Scotland, Charity Number SC 007410 and depends for its support on the subscriptions of its members, donations and legacies. -
A Study of the Servant Class in South Ayrshire
AYRSHIRE MONOGRAPHS 26 Servants in Ayrshire 1750–1914 Jean Aitchison Published by Ayrshire Archaeological and Natural History Society Ayr, 2001 Printed by The Cromwell Press, Trowbridge, Wiltshire 2 Ayrshire Monographs 26 Since retiring from teaching in Ayrshire, Jean Aitchison has pursued an interest in Scottish history, culminating in this monograph which is an edited version of the work undertaken for the degree of M.Phil. awarded by the University of Glasgow. Copyright © 2001 by Jean Aitchison All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without the prior written permission of the publisher, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser. cover design by David McClure edited and typeset for the AANHS by Rob Close, Bill Layhe, David McClure and Stanley Sarsfield ISBN 0 9527445 5 4 Servants in Ayrshire 1750–1914 3 Contents List of Illustrations ....................................................................................4 Acknowledgements ...................................................................................5 Introduction ...............................................................................................6 Chapter 1: The Master–Servant Relationship .......................................11 The master–servant relationship as defined in law..................................11 The master–servant -
Modern Scotland: Scarf Panel Report
Modern Scotland: ScARF Panel Report Images © as noted in the text ScARF Summary Modern Panel Document March 2012 Modern Scotland: ScARF Panel Report ScARF Summary Modern Panel Report Chris Dalglish and Sarah Tarlow (Editors and Panel Co-Chairs) With panel contributions from: Rowan Julie Brown, David Caldwell, David Cranstone, Chris Dalglish, Althea Davies, Piers Dixon, Aonghus MacKechnie, Morgana McCabe, Tony Pollard, Andrew Spicer, Sarah Tarlow For contributions, images, feedback, critical comment and participation at workshops: Donald Adamson, Tom Addyman, Derek Alexander, Steven Boyle, Stuart Campbell, Dave Cowley, Clive Fenton, Shannon Fraser, David Gaimster, Michael Given, Miles Glendinning, Kevin Grant, Neil Gregory, Alex Hale, Candice Hatherley, John Hume, Charles McKean, Roger Mercer, Alison Morrison- Low, Jen Novotny, John Pickin, Tanja Romankiewicz, Katinka Stentoft Dalglish and Mark Watson ii Modern Scotland: ScARF Panel Report Executive Summary Why research the archaeology of the modern past in Scotland? Researching the modern past is a highly relevant endeavour. Exploring the past provides a long- term view of contemporary lives: exposing and seeking to understand the genealogy of contemporary society. Research into the modern past provides a critical perspective on the present, elucidating the origins of current ways of being and of relating to others and the surrounding world. Research into the modern past helps people to understand how things came to be as they are today and, in providing this historical perspective, it helps them to better reflect upon the future they should work towards. It might be asked: why is archaeological research needed to help understand the modern past? What does archaeology add to an understanding of a period so well covered by documentary history? A (common) response to this question is to examine the biases and gaps in the documentary record and to explore how archaeology can address those biases and fill those gaps. -
Modern Scotland: Archaeology, the Modern Past and the Modern Present
38 Modern Scotland: Archaeology, the Modern past and the Modern present Images © as noted in the text ScARF Summary Modern Panel Document September 2012 Modern Scotland: Archaeology, the Modern past and the Modern present ScARF Summary Modern Panel Report Chris Dalglish and Sarah Tarlow (Editors and Panel Co-Chairs) With panel contributions from: Rowan Julie Brown, David Caldwell, David Cranstone, Chris Dalglish, Althea Davies, Piers Dixon, Aonghus MacKechnie, Morgana McCabe, Tony Pollard, Andrew Spicer, Sarah Tarlow For contributions, images, feedback, critical comment and participation at workshops: Donald Adamson, Tom Addyman, Derek Alexander, Steven Boyle, Stuart Campbell, Dave Cowley, Clive Fenton, Shannon Fraser, David Gaimster, Michael Given, Miles Glendinning, Kevin Grant, Neil Gregory, Alex Hale, Candice Hatherley, John Hume, Charles McKean, Roger Mercer, Alison Morrison- Low, Jen Novotny, John Pickin, Tanja Romankiewicz, Katinka Stentoft Dalglish and Mark Watson ii Modern Scotland: Archaeology, the Modern past and the Modern present Executive Summary Why research the archaeology of the modern past in Scotland? Researching the modern past is a highly relevant endeavour. Knowledge and understanding of the recent past provides us with a long-term view of our lives in the present, revealing, evidencing and interpreting the genealogy of contemporary society. Research into the modern past provides a critical perspective on the present, uncovering the historical origins of our current ways of life and our social, material and environmental relationships. Research into the modern past helps us to understand how things came to be as they are today and, in providing this historical perspective, to better reflect upon the future we should work towards.