Basic Description. The objective of the open calls in ELG is to attract proposals that have long-term potential to either A. contribute resources, tools and services to the ELG platform and marketplace (objective A) or
Basic Description. Component 1a: The teacher displays extensive The teacher displays solid The teacher is familiar with In planning and practice, Demonstrating Knowledge of Content and Principles of Instruction knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness the teacher makes content errors or does not correct errors made by students. The teacher displays little understanding of prerequisite knowledge prerequisite relationships prerequisite relationships of prerequisite learning, that is important to student among topics and concepts and among topics. The although such knowledge learning of the content. understands the link to teacher’s plans and may be inaccurate or The teacher displays little necessary cognitive structures practice reflect familiarity incomplete. The teacher’s or no understanding of the that ensure student with a wide range of plans and practice reflect a range of instructional understanding. The teacher’s effective instructional limited range of approaches suitable to plans and practice reflect approaches in the subject. instructional approaches to student learning of the familiarity with a wide range the discipline or to the content. of effective instructional students. approaches in the discipline and the ability to anticipate student misconceptions.
Basic Description. Component 3a: The teacher links the The instructional purpose of The teacher’s attempt to The instructional purpose Communicating with Students instructional purpose of the lesson to the larger curriculum; the directions the lesson is clearly communicated to students, including where it is situated explain the instructional purpose has only limited success, and/or directions of the lesson is unclear to students, and the directions and procedures and procedures are clear and within broader learning; and procedures must be are confusing. The anticipate possible student directions and procedures are clarified after initial teacher’s explanation of misunderstanding. The explained clearly and may be student confusion. The the content contains teacher’s explanation of modeled. The teacher’s teacher’s explanation of the major errors and does not content is thorough and explanation of content is content may contain minor include any explanation clear, developing conceptual scaffolded, clear, and accurate errors; some portions are of strategies students understanding through clear and connects with students’ clear, others difficult to might use. The teacher’s scaffolding and connecting knowledge and experience. follow. The teacher’s spoken or written with students’ interests. During the explanation of explanation does not invite language contains errors Students contribute to content, the teacher focuses, students to engage of grammar or syntax. extending the content by as appropriate, on strategies intellectually or to The teacher’s academic explaining concepts to their students can use when understand strategies they vocabulary is classmates and suggesting working independently and might use when working inappropriate, vague, or strategies that might be used. invites student intellectual independently. The used incorrectly, leaving The teacher’s spoken and engagement. The teacher’s teacher’s spoken language students confused. written language is spoken and written language is correct but uses expressive, and the teacher is clear and correct and is vocabulary that is either finds opportunities to extend suitable to students’ ages and limited or not fully students’ vocabularies, both interests. The teacher’s use of appropriate to the students’ within the discipline and for academic vocabulary is ages or backgrounds. The more general use. Students precise and serves to extend teacher rarely takes contribute to the correct use student understanding. opportunities to ...
Basic Description. Component 4a: The teacher makes a thoughtful The teacher makes an The teacher has a generally The teacher does not Reflecting on Teaching and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its accurate assessment of a lesson’s effectiveness and the extent to which it accurate impression of a lesson’s effectiveness and the extent to which know whether a lesson was effective or achieved its instructional instructional outcomes, citing achieved its instructional instructional outcomes outcomes, or the teacher many specific examples from outcomes and can cite were met. The teacher profoundly misjudges the lesson and weighing the general references to makes general suggestions the success of a lesson. relative strengths of each. support the judgment. The about how a lesson could The teacher has no Drawing on an extensive teacher makes a few specific be improved. suggestions for how a repertoire of skills, the teacher suggestions of what could lesson could be offers specific alternative be tried another time the improved. actions, complete with the lesson is taught. probable success of different courses of action. Component 4b: The teacher’s system for The teacher’s system for The teacher’s system for The teacher’s system for Maintaining Accurate Records maintaining information on student completion of assignments, student progress in learning, and maintaining information on student completion of assignments, student progress in learning, and maintaining information on student completion of assignments and student progress in learning is maintaining information on student completion of assignments and student progress in learning is non-instructional records is non-instructional records is rudimentary and only nonexistent or in fully effective. Students may fully effective. partially effective. The disarray. contribute information and teacher’s records for participate in maintaining the non-instructional activities records as appropriate. are adequate but inefficient. Component 4c: The teacher communicates The teacher provides The teacher makes The teacher provides Communicating with Families frequently with families in a culturally sensitive manner, with students contributing to frequent and appropriate information to families about the instructional sporadic attempts to communicate with families about the instructional little information about the instructional program to families; the the communication. The program and con...
Basic Description. Component 4d: The teacher’s relationships The teacher’s relationships The teacher maintains The teacher’s Participating in a with colleagues are with colleagues are cordial relationships with relationships with Professional characterized by mutual characterized by mutual colleagues to fulfill duties colleagues are negative Community support and cooperation, support and cooperation; the that the school or district or self-serving. The with the teacher taking teacher actively participates requires. The teacher teacher avoids initiative in assuming in a culture of professional participates in the school’s participation in a leadership among the faculty. inquiry. The teacher culture of professional professional culture of The teacher takes a volunteers to participate in inquiry when invited or inquiry, resisting leadership role in promoting school events and in school specifically asked to do so. opportunities to become a culture of professional and district projects, making involved. The teacher inquiry. a substantial contribution. avoids becoming involved in school events or school and district projects. Component 4e: The teacher seeks out The teacher seeks out The teacher participates to The teacher engages in Growing and opportunities for professional opportunities for professional a limited extent in no professional Developing development and makes a development to enhance professional activities when development activities to Professionally systematic effort to conduct content knowledge and skill. they are convenient. The enhance knowledge or action research. The teacher The teacher actively engages teacher engages in a limited skill. The teacher resists solicits feedback on practice with colleagues and way with colleagues and feedback on teaching from both supervisors and supervisors in professional supervisors in professional performance from either colleagues. The teacher conversation about practice, conversation about practice, supervisors or more initiates important activities including feedback about including some feedback on experienced colleagues. to contribute to the practice. teaching performance. The teacher makes no profession. effort to share knowledge with others or to assume professional responsibilities. Component 4f: The teacher can be counted The teacher displays high The teacher is honest in The teacher displays Showing on to hold the highest standards of honesty, interactions with dishonesty in interactions Professionalism standards ...
Basic Description. Staff Housing consists of Staff Units, Common Room and all outdoor Common Areas. The units are located on the 3rd floor of our 3 story Accommodation Lodge. There are 28 staff rooms and each is shared by 2 people. There are large shared decks surrounding the rooms. 13 guest rooms are located on the second floor directly below staff units. The Common Room is located on the first floor and features amenities such as full kitchen, laundry facilities and staff phone line. Staff units are single room units with bunk bed, cabinetry for clothing, bar fridge, microwave, TV with the same channels as guest rooms, sink, mirror and loft storage area. There is a shared washroom for every two units. Microwave cooking is the only cooking permitted in the staff units. All other cooking can be done in the Common Room or with use of the Staff BBQ.
Basic Description. The objective of the open call is to provide defined use cases and feasibility studies for concrete application scenarios in following topics:
