Plan and manage collaboration activities that integrate online tools, which are increasingly an integral part of our digital, global world. This resource includes a Common Cartridge backup (.imscc file) that you can restore to your own LMS instance. Note: If you are using Canvas, use the .MBZ (Moodle) version of the course. Download of Moodle or Common Cartridge will begin once you click on this resource.

Plan and manage collaboration activities that integrate online tools, which are increasingly an integral part of our digital, global world. This resource includes a Moodle 3.1 course backup (.MBZ file) that you can restore to your own Moodle instance. Note: If you are using Canvas, use the .MBZ (Moodle) version of the course. Download of Moodle or Common Cartridge will begin once you click on this resource.

Plan and manage collaboration activities that integrate online tools, which are increasingly an integral part of our digital, global world. This resource includes a Common Cartridge backup (.imscc file) that you can restore to your own LMS instance. Note: If you are using Canvas, use the .MBZ (Moodle) version of the course. Download of Moodle or Common Cartridge will begin once you click on this resource.

Plan and manage collaboration activities that integrate online tools, which are increasingly an integral part of our digital, global world. This resource includes a Moodle 3.1 course backup (.MBZ file) that you can restore to your own Moodle instance. Note: If you are using Canvas, use the .MBZ (Moodle) version of the course. Download of Moodle or Common Cartridge will begin once you click on this resource.

Plan and manage collaboration activities that integrate online tools, which are increasingly an integral part of our digital, global world. This resource includes a Common Cartridge backup (.imscc file) that you can restore to your own LMS instance. Note: If you are using Canvas, use the .MBZ (Moodle) version of the course. Download of Moodle or Common Cartridge will begin once you click on this resource.

Plan and manage collaboration activities that integrate online tools, which are increasingly an integral part of our digital, global world. This resource includes a Moodle 3.1 course backup (.MBZ file) that you can restore to your own Moodle instance. Note: If you are using Canvas, use the .MBZ (Moodle) version of the course. Download of Moodle or Common Cartridge will begin once you click on this resource.

 Purpose:This tool helps leaders guide teams in evaluating the conditions for continuous improvement in their school.Description:As a tool to determine readiness for improvement, this resource is designed to guide leaders in assessing four organizational conditions needed to support continuous improvement. The tool guides leaders through four conditions with  indicators that stimulate questions, evidence reflection and coaching tools that might be used to prompt each condition.

This article explains how having the students and teachers co-design the physical environment can foster student agency and provide students an introduction to design thinking. “Rethinking a learning space is about remaking not only the space, but also the learning that happens there.“

Subject engages a dialogue with architecture and urbanism from the perspective of the visual artist. Ideas investigated thematically from early modernist practices to the most recent examples of contemporary production. Art making as an adjunct to the design process is challenged by both synthetic and critical models of production. Visual art practice is examined as a conceptual prologue to architectural and urbanistic thinking, as an integrated part of the design process, and as a critical epilogue. Lectures and discussions lead to the development of realized projects to be coordinated with architectural studio. In this class we will examine how the idea of the city has been "translated" by artists, architects, and other diverse disciplines. We will consider how collaborations between artists and architects might provide opportunities for rethinking / redesigning urban spaces. The class will look specifically at planned cities like Brasilia, Las Vegas, Canberra, and Celebration and compare such tabula rasa designs with the redesign of recyclable urban spaces demonstrated in projects such as Ground Zero, Barcelona 2004, and Boston's Rose Kennedy Greenway. While the course will involve some reading and discussion, coursework will focus largely on the students' own projects / interventions that should evolve over the course of the semester. Of the two weekly class meetings, one will be a group discussion or lecture with the whole class and visiting guests, and the other will be an individual meeting between the student and the instructor to discuss his or her work for the class, including the final project.

This resource provides recommended purposes and functions of district, school, and teacher teams engaged in meaningful continuous improvement. It also provides a blank template to document a district’s current state of linked team infrastructure. Comparing their current state to the recommended system provides an avenue to target improvement in collaboration and leadership practices.

This lesson unit is intended to help you to assess how well students are able to understand the
meanings of the terms ‘Greatest Common Factor’ (GCF) and ‘Least Common Multiple’ (LCM). In
particular, the lesson will help you to identify and help students who:
*Confuse GCFs and LCMs
*Lack a sense of what values of GCF or LCM might be reasonable for a given pair of numbers.

A parent of a learner describes how to best build a meaningful partnership with her and her child. She suggests regular goal setting and involving the parent in the process so that they know how they can collaborate.

This lesson unit is intended to help students to:
* Compare, convert between and order fractions, decimals and percents.
* Use area and linear models of fractions, decimals and percents to understand equivalence.
Students are asked to apply and extend previous understandings of numbers to the system of rational numbers.

An old saying holds that ‰ŰĎthere are many more good ideas in the world than good ideas implemented.‰Ű This is a case-based introduction to the fundamentals of effective implementation. Developed with the needs and interests of planners--but also with broad potential application--in mind, this course is a fast-paced, case-driven introduction to developing strategy for organizations and projects, managing operations, recruiting and developing talent, taking calculated risks, measuring results (performance), and leading adaptive change, for example where new mental models and habits are required but also challenging to promote. Our cases are set in the U.S. and the developing world and in multiple work sectors (urban redevelopment, transportation, workforce development, housing, etc.). We will draw on public, private, and nonprofit implementation concepts and experience.

Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the high school setting. Studies of professional library organizations have suggested that collaborations between teachers and TLs are effective in improving student learning, encouraging personal reading, and raising digital citizenship awareness. The conceptual framework and structure of the teacher and librarian collaboration model (TLC-III) is based on the notion that robust collaboration efforts involving groups of teachers have positive effects on students. Researchers have validated the TLC-III model in studies with various groups of teachers and TLs as instructional partners, but have not done so at the high school level. The aim of this study was accordingly to validate the TLC-III model at this level with various high school teachers across disciplines and to determine why some choose to collaborate with TLs while others do not and the factors that influence the formation of a collaborative environment at a large, comprehensive high school. This mixed-method study relied on 62 anonymous surveys and 22 face-to-face interviews to assess what is needed to improve collaboration as part of the learning environment at this school.

Opportunity for group study by graduate students on current topics related to management not otherwise included in curriculum. This five-day interactive and experiential workshop focuses on how leaders lead innovations that both promote social responsibility and produce business success. The workshop is organized around three main parts: observation, sense-making, and creating. During the observation phase, students spend a full day inside the Boston office of the design company IDEO and visit some of the most interesting proven innovators in corporate social responsibility such as Ben & Jerry's, KLD, MBDC, Plug Power (fuel cell technology), PwC, chlumberger, or core team members of the UN Global Compact. After returning from their company visits, students describe to one another what they saw and learned. In the final part of the Lab, students conceive and implement innovation projects that serve the needs of a local community. Each team presents its practical accomplishments on the final day of the Lab.

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program.1. Standards-aligned and Integrated Curriculum Module addresses the development, implementation and revision of the program of study curriculum, including the relevant knowledge and skills taught in the program and the standards on which they are based.

This step-by-step guide is designed to help librarians start and sustain strategic conversations with school and district leaders.

These rubrics can be used when students are working in literature circle groups to assess their collaboration and public speaking skills. There is one rubric for the teacher to assess student preparedness and contribution to the group as well as speaking and listening skills. Another rubric has been adapted to allow for students to peer-assess and self-assess at the end of a literature circle cycle. The rubrics provide clear expectations for group collaboration aligned to the Common Core State Standards for Speaking & Listening.